Poverty Rate VS TPACK Mastery: A Study of Physical Education Teachers Candidate from Low-Income Families
Abstract
This study examined the mastery of Technological Pedagogical Content Knowledge (TPACK) for Physical Education (PE) teachers candidates from low-income families. Candidate teachers from low-income families have less access to information technology, so this research examines the mastery level of TPACK among physical education teachers from low-income families. This research used a quantitative approach with a survey method. The survey instrument utilized a TPACK survey to assess the mastery of technology in the teaching and learning process. The participants involved in this study were 146 students who received the Kartu Indonesia Pintar (KIP) Scholarship (government scholarship) and came from low-income families. The results showed that the candidate teachers were included in a Good TPACK skills category. This result indicates that low income does not affect the ability to master TPACK skills. This study rejects the notion that low-income students have low mastery of technology.
References
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Sato, T., Ellison, D. W., & Eckert, K. (2019). African American pre-service physical education teachers’ learning about aquatic courses. European Physical Education Review, 25(3), 778–795. https://doi.org/10.1177/1356336X18774760
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. In Australasian Journal of Educational Technology (Vol. 2012, Issue 7).
Ward, P., Higginson, K., & Cho, K. (2020). Core Practices for Preservice Teachers in Physical Education Teacher Education. Journal of Physical Education, Recreation and Dance, 91(5), 37–42. https://doi.org/10.1080/07303084.2020.1734505
Zulhazlinda, W., Noviani, L., & Bayu Sangka, K. (2023). Pengaruh Tpack Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah. Jurnal Pendidikan Ekonomi, 11(3). https://doi.org/10.26740/jupe.v11n1.p26
Arstorp, A. T. (2018). Future classroom labs in norwegian pre-service teacher education. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11003 LNCS, 288–292. https://doi.org/10.1007/978-3-319-99737-7_30
Badan Pusat Statistik Indonesia. (2022). Statistik Telekomunikasi Indonesia 2022.
Chen, W. (2003). Evaluation of Pre-service Teacher Preparation for Achieving the National Standards for Beginning Physical Education Teachers. Journal of Personnel Evaluation in Education, 17(4), 331–347. https://doi.org/10.1007/s11092-006-5741-8
Endah, P. (2019). Teknologi Informasi Pada Masyarakat Miskin. Cakrawala, 19(2), 263–266. https://doi.org/10.31294/jc.v19i2
Fletcher, T., & Beckey, A. (2023). Teaching about planning in pre-service physical education teacher education: A collaborative self-study. European Physical Education Review. https://doi.org/10.1177/1356336X231156323
Fletcher, T., Chróinín, D. N., O’Sullivan, M., & Beni, S. (2020). Pre-service teachers articulating their learning about meaningful physical education. European Physical Education Review, 26(4), 885–902. https://doi.org/10.1177/1356336X19899693
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Herbert, S., & Hobbs, L. (2018). Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education. Research in Science Education, 48(4), 777–809. https://doi.org/10.1007/s11165-016-9587-x
Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115–128. https://doi.org/10.1080/1475939X.2019.1569554
Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers and Education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012
Lee, O., & Choi, E. (2013). Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection. Asia-Pacific Education Researcher, 22(2), 147–154. https://doi.org/10.1007/s40299-012-0007-3
McCracken, T., Chapman, S., & Piggott, B. (2020). Inclusion illusion: a mixed-methods study of preservice teachers and their preparedness for inclusive schooling in Health and Physical Education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1853259
Pusat Layanan Pembiayaan Pendidikan Kemendikbudristek. (2024, February 16). Fakta-Fakta KIP Kuliah 2023. https://puslapdik.kemdikbud.go.id/fakta-fakta-kip-kuliah-2023/
R. Richards, K. A., Jacobs, J. M., Wahl-Alexander, Z., & Ressler, J. D. (2018). Preservice physical education teacher socialization through an outdoor education field experience. Journal of Adventure Education and Outdoor Learning, 18(4), 367–381. https://doi.org/10.1080/14729679.2018.1483252
Ralph, A. M., & MacPhail, A. (2015). Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions. European Physical Education Review, 21(1), 51–65. https://doi.org/10.1177/1356336X14550940
Ramdani Pathurohman, M., Mahendra, A., Budiana, D., & Fitrah Alba, H. (2023). Tpack Profile Of Physical Education Teacher In Bandung City. Halaman Olahraga Nusantara (Jurnal Ilmu Keolahragaan). https://doi.org/10.31851/hon.v6i1.10525
Rosmaladewi, O., Yulyul Yuliana Hastuti, R., & Rahayu, P. (2023). Penguasaan Technological Content Knowledge (TPACK Mahasiswa Calon Pengajar Dalam Menunjang Pembelajaran Digital). KOLOKIUM Jurnal Pendidikan Luar Sekolah, 11(1), 171–179. https://doi.org/10.24036/kolokium.v11i1.595
Saltan, F., & Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1311501
Sato, T., Ellison, D. W., & Eckert, K. (2019). African American pre-service physical education teachers’ learning about aquatic courses. European Physical Education Review, 25(3), 778–795. https://doi.org/10.1177/1356336X18774760
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. In Australasian Journal of Educational Technology (Vol. 2012, Issue 7).
Ward, P., Higginson, K., & Cho, K. (2020). Core Practices for Preservice Teachers in Physical Education Teacher Education. Journal of Physical Education, Recreation and Dance, 91(5), 37–42. https://doi.org/10.1080/07303084.2020.1734505
Zulhazlinda, W., Noviani, L., & Bayu Sangka, K. (2023). Pengaruh Tpack Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah. Jurnal Pendidikan Ekonomi, 11(3). https://doi.org/10.26740/jupe.v11n1.p26
Published
2024-04-30
How to Cite
KARISMAN, Vicki Ahmad; WAHYUDI, Rizky.
Poverty Rate VS TPACK Mastery: A Study of Physical Education Teachers Candidate from Low-Income Families.
Physical Activity Journal (PAJU), [S.l.], v. 5, n. 2, p. 133-142, apr. 2024.
ISSN 2686-5807.
Available at: <https://jos.unsoed.ac.id/index.php/paju/article/view/11735>. Date accessed: 23 feb. 2025.
doi: https://doi.org/10.20884/1.paju.2024.5.2.11735.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
