Comparative Analysis of Understanding TPACK and Education for Sustainable Development (ESD) on Indonesian And Malaysian Pre-Service Teacher
DOI:
https://doi.org/10.15294/6hhnv766Keywords:
ESD, Pre-service teachers, TPACKAbstract
This study aimed to compare prospective pre-service teachers’ understanding of TPACK and ESD in Indonesia and Malaysia. The research method used is comparative research, which compares the understanding of TPACK and ESD of science pre-service teachers between Indonesia and Malaysia. The research sample consisted of 164 students from Indonesia and 172 from Malaysia, aged 23-25 years. The sampling technique used was simple random sampling. A test method was used to measure TPACK understanding, and a questionnaire method was used to measure ESD understanding. The data analysis method used descriptive analysis of TPACK and ESD understanding profiles and comparative tests with Mann-Whitney. The results showed that Indonesian and Malaysian pre-service teacher TPACK and ESD understanding profiles were not much different. Pre-service teachers in Indonesia have a slight advantage in overall TPACK understanding. Meanwhile, pre-service teachers in Malaysia scored slightly higher in ESD comprehension compared to Indonesia. There is a need for continuous development and professional support to strengthen pre-service teachers’ understanding of TPACK and ESD in an increasingly digitalized education context, which will ultimately support sustainable development goals more effectively.
References
Adomßent, M., Fischer, D., Godemann, J., Herzig, C., Otte, I., Rieckmann, M., & Timm, J. (2014). Emerging areas in research on higher education for sustainable development – management education, sustainable consumption and perspectives from Central and Eastern Europe. Journal of Cleaner Production, 62, 1–7. https://doi.org/10.1016/j.jclepro.2013.09.045
Aityan, S. K. (2022). Confidence Intervals (pp. 233–277). https://doi.org/10.1007/978-3-030-76857-7_13
Akhwani, A. (2020). Integration of TPACK as a Basic Framework for 21st Century Learning: An Analysis of Professional Teacher Competencies. Proceedings of the 1 St International Conference on Information Technology and Education (ICITE 2020). https://doi.org/10.2991/assehr.k.201214.251
Amin, S. M., Nazuri, N. S., & Suhaimi, S. S. A. (2022). Social Work Education in Malaysia and Indonesia: History and Development. International Journal of Academic Research in Business and Social Sciences, 12(10). https://doi.org/10.6007/IJARBSS/v12-i10/15206
Atmaca, Ç. (2017). Effects of Contextual Factors on ESD in Teacher Education. Discourse and Communication for Sustainable Education, 8(2), 77–93. https://doi.org/10.1515/dcse-2017-0017
Awang, M. M., Ahmad, A. R., Yakub, N. M., & Seman, A. A. (2016). Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia. Creative Education, 07(01), 62–76. https://doi.org/10.4236/ce.2016.71007
Bezeljak, P., Torkar, G., & Scheuch, M. (2019). Understanding of Sustainability and Education for Sustainable Development Among Pre-Service Biology Teachers. Proceedings of The International Conference on Research in Teaching and Education. https://doi.org/10.33422/rteconf.2019.06.338
Bunterm, T., Srisawasdi, N., & Pondee, P. (2018). Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technology-integrated pedagogy module. International Journal of Mobile Learning and Organisation, 12(1), 1. https://doi.org/10.1504/IJMLO.2018.10009961
Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237–251. https://doi.org/10.1080/02635143.2016.1144050
Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12(2), 579. https://doi.org/10.3390/su12020579
Champa, R. A., Rochsantiningsih, D., & Kristiana, D. (2019). Teachers’ Readiness Indicators on ICT Integration into their Teaching. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(4), 195–203. https://doi.org/10.33258/birle.v2i4.508
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Dewi, N. R., Rusilowati, A., Saptono, S., & Haryani, S. (2022). Project-Based Scaffolding TPACK Model to Improve Learning Design Ability and TPACK of Pre-Service Science Teacher. Jurnal Pendidikan IPA Indonesia, 11(3), 420–432. https://doi.org/10.15294/jpii.v11i3.38566
Dewi, N. R., Rusilowati, A., Saptono, S., Haryani, S., & Listiaji, P. (2021). Analysing Technological Pedagogical and Content Knowledge (TPACK) of Pre-Service Science Teachers. International Conference on Science, Education, and Technology, 7, 407–412. https://proceeding.unnes.ac.id/ISET/article/view/1989
Dinc, E. (2019). Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education. Contemporary Educational Technology, 10(4), 381–398. https://doi.org/10.30935/cet.634187
Eliyawati, E., Widodo, A., Kaniawati, I., & Fujii, H. (2023). The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD. Sustainability, 15(4), 3276. https://doi.org/10.3390/su15043276
Esposito, M. C. K., & Moroney, R. (2020). Teacher Candidates’ Perception of Acquiring TPACK in the Digital Age through an Innovative Educational Technology Masters Program. https://api.semanticscholar.org/CorpusID:226508660
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends, 65(4), 589–601. https://doi.org/10.1007/s11528-021-00625-5
Gajparia, J., Strachan, G., Vare, P., & Ferguson, T. (2021). Identifying Assessment Opportunities in Postgraduate Learning for Sustainability. Discourse and Communication for Sustainable Education, 12(1), 151–175. https://doi.org/10.2478/dcse-2021-0011
Ghani, M. F. A., & Adnan, Abd. K. (2015). Model Program Perkembangan Profesionalisme Guru Malaysia: Satu Kajian Analisis Keperluan Di Sekolah Berprestasi Tinggi Dan Sekolah Berprestasi Rendah. https://api.semanticscholar.org/CorpusID:153481168
Ghani, M. F. A., Adnan, Abd. K., Hussin, Z., Radzi, N. H. Mohd., Ahmad, A. M., & Elham, F. (2016). Program Pembangunan Profesionalisme Guru Sekolah Berprestasi Tinggi. https://api.semanticscholar.org/CorpusID:148219678
Glavič, P. (2020). Identifying Key Issues of Education for Sustainable Development. Sustainability, 12(16), 6500. https://doi.org/10.3390/su12166500
Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25(3), 1929–1949. https://doi.org/10.1007/s10639-019-10040-2
Hakim, A., Efwinda, S., Damayanti, P., Syam, M., Mutmainah, O., & Norsaputra, A. (2023). Improving Climate Literacy of High School Students Through Physics Teaching Materials Based on STEM. Jurnal Pendidikan IPA Indonesia, 12(4).
Hariyono, E., Erman, Indana, S., & Sukarmin. (2024). Persiapan Praktek Implementasi Bahan Ajar IPA Berbasis TPACK di Malaysia. Jurnal SOLMA, 13(1), 572–584. https://doi.org/10.22236/solma.v13i1.13816
Hidayati, K. (2021). Behavior of Educational Organizations in Education for Sustainable Development. International Journal of Current Science Research and Review, 04(08). https://doi.org/10.47191/ijcsrr/V4-i8-02
Hikmawati, V. Y. (2018). The Role Of Scaffolding In Improving Preservice Elementary Science Teachers’ Skills On Implementing Inquiry-Based Learning. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 22(2), 191–197. https://doi.org/10.18269/jpmipa.v22i2.8693
Iroegbu, E. E., & Ogbodo, C. M. (2019). Teacher Professionalism and Nigeria’s National Development. https://api.semanticscholar.org/CorpusID:214754337
Irwanto, I., Redhana, I. W., & Wahono, B. (2022). Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers. Jurnal Pendidikan IPA Indonesia, 11(1), 142–154. https://doi.org/10.15294/jpii.v11i1.32366
Jannah, M. (2020). Inkuiri dalam Pengajaran dan Pembelajaran Sains. https://api.semanticscholar.org/CorpusID:225510095
Kalsoom, Q., & Qureshi, N. (2021a). Impact of sustainability-focused learning intervention on teachers’ agency to teach for sustainable development. International Journal of Sustainable Development & World Ecology, 28(6), 540–552. https://doi.org/10.1080/13504509.2021.1880983
Kalsoom, Q., & Qureshi, N. (2021b). Impact of sustainability-focused learning intervention on teachers’ agency to teach for sustainable development. International Journal of Sustainable Development & World Ecology, 28(6), 540–552. https://doi.org/10.1080/13504509.2021.1880983
Khoirunnisa, I. R. S., & Firmansyah, A. (2024). Konsep Pendidikan Berkelanjutan Dalam Kurikulum Pendidikan Dasar Dan Menengah: Suatu Tinjauan. Jurnalku, 4(2), 145–159. https://doi.org/10.54957/jurnalku.v4i2.675
Koehler, M. J., Mishra, P., & Spector, J. M. (2015). The SAGE Encyclopedia of Educational Technology TPACK (Technological Pedagogical Content Knowledge). https://api.semanticscholar.org/CorpusID:62028685
Koh, J. H. L., Chai, C. S., & Lee, M.-H. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. The Asia-Pacific Education Researcher, 24(3), 459–462. https://doi.org/10.1007/s40299-015-0241-6
Krishna, V. R., Shashidhar, R., & Smitha, D. (2016). Sustainable Development and Thresholds of Education: Education for Sustainable Development. https://api.semanticscholar.org/CorpusID:157599616
L. Mercado, J. N., M. Panganiban, V. J., & I. Ramos, T. M. (2019). Technology Integration in Teaching Science using TPACK among Pre – Service Science Teachers of St. Bridget College Batangas City, Philippines. International Multidisciplinary Research Journal, 1(1), 63–71. https://doi.org/10.54476/iimrj411
Li, S., Liu, Y., & Su, Y.-S. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels. Sustainability, 14(12), 7176. https://doi.org/10.3390/su14127176
Liskinasih, A., Weganofa, R., & Renyaan, T. P. (2020). Students Insights on Indonesian EFL Pre-Service Teachers in Malaysian ESL Schools. Proceedings of the 2nd International Conference on Education and Social Science Research (ICESRE 2019). https://doi.org/10.2991/assehr.k.200318.036
Machmud, M. T., Fadhilatunnisa, D., & Fakhri, M. M. (2021). Indonesia Teacher Competencies in Integrating Information and Communications Technology for Education. https://api.semanticscholar.org/CorpusID:246472148
Machmud, M. T., Widiyan, A. P., & Ramadhani, N. R. (2021). The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar. International Journal of Evaluation and Research in Education (IJERE), 10(1), 78. https://doi.org/10.11591/ijere.v10i1.20786
Mahat, H., & Idrus, S. (2016). Education for sustainable development in Malaysia: a study of teacher and student awareness. Geografia: Malaysian Journal of Society and Space, 12. https://api.semanticscholar.org/CorpusID:54211729
Mardian, V. (2023). How is ESD (Education For Sustainable Development) Implemented After Covid-19 In Indonesia To Realize SDG’s? Physics and Science Education Journal (PSEJ), 126–133. https://doi.org/10.30631/psej.v3i3.2116
Martin, B., Stapf, K., & Kanturek, T. (2021). Finding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training. International Research in Higher Education, 6(1), 15. https://doi.org/10.5430/irhe.v6n1p15
Md Zain, N. A., & Aiyub, K. (2021). Sorotan literatur bersistematik terhadap kompetensi guru menerapkan konsep pendidikan untuk pembangunan lestari dalam pengajaran. Malaysian Journal of Society and Space, 17(4). https://doi.org/10.17576/geo-2021-1704-06
Muslim, A. B., Hamied, F. A., Gaffar, M. F., Asuan, M. E., Samsudin, S., Diteeyont, W., Margana, M., Suryani, A. W., PNG, J., Solihat, R., Priyantin, T., Cassandra, N., Gunadi, G., & Sitthikorn, S. (2023). Benefits, mechanisms and challenges of international accreditation for teacher education: ASEAN academics’ perspectives. Quality Assurance in Education, 31(4), 538–555. https://doi.org/10.1108/QAE-10-2022-0183
Novidsa, I., Purwianingsih, W., & Riandi, R. (2020). Exploring knowledge of prospective biology teacher about Education for Sustainable Development. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 317–326. https://doi.org/10.22219/jpbi.v6i2.12212
Nugroho, O. F., Juwita, S. R., & Nuraeni, F. (2022). Kemampuan Pengajaran Guru Dalam Menunjang Pengembangan Pendidikan Yang Berkelanjutan. Eduscience : Jurnal Ilmu Pendidikan, 7(02). https://doi.org/10.47007/edu.v7i02.5544
Nurhidayah, L., & Suyanto, S. (2021). Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review. https://doi.org/10.2991/assehr.k.210326.014
Othman, I. (2016). Education System in Malaysia and Indonesia for Human Resource Development. European Journal of Social Sciences Education and Research, 7(1), 117. https://doi.org/10.26417/ejser.v7i1.p117-124
Othman, I., Ariffin, A., Talib M.Hashim, A., Jaafar, R., Abdullah, Z., & Bakar Yusof, A. (2019). Students’ Understanding On The Similarities Between Malaysia And Indonesia Education System. Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018). https://doi.org/10.2991/upiupsi-18.2019.17
Pagga, P. (2020). Tantangan Budaya Global Dan Peranan Guru Dalam Kurikulum 2013. Jurnal Al-Qalam: Jurnal Kajian Islam & Pendidikan, 8(2), 80–92. https://doi.org/10.47435/al-qalam.v8i2.236
Pasang, B. S. A., & Mohd Najib, S. A. (2022). Implementation of education for sustainable development in geography subjects among trainee teachers. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1099. https://doi.org/10.11591/ijere.v11i3.22159
Prajaknate, P. (2017). Information Communication Technologies (ICT) for Education Projects in ASEAN: Can We Close the Digital Divide? (pp. 107–133). https://doi.org/10.1007/978-981-10-2815-1_6
Purwantiningsih, A., & Suharso, P. (2019). Improving Teacher Professionalism Toward Education Quality in Digital Era. Journal of Physics: Conference Series, 1254(1), 012019. https://doi.org/10.1088/1742-6596/1254/1/012019
Purwianingsih, W., Novidsa, I., & Riandi, R. (2022). Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK). Jurnal Pendidikan IPA Indonesia, 11(2), 219-228.
Rabani, S., Khairat, A., Guilin, X., & Jiao, D. (2023). The Role Of Technology In Indonesian Education At Present. Journal of Computer Science Advancements, 1(2), 85–91. https://doi.org/10.55849/jsca.v1i1.403
Rahmi, A., & Ashadi. (2020). ICT-based teaching resources for education: Implementation of TPACK in ELT in Indonesia. In Teacher Education and Professional Development in Industry 4.0 (pp. 366–371). CRC Press. https://doi.org/10.1201/9781003035978-57
Raman, A. (2014). TPACK Confidence of Pre-service Teachers in Universiti Utara Malaysia. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2014.v5n22p167
Raman, F. I., Hutagalung, F. D., & Abdul Rahman, M. N. (2022). Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022). Malaysian Journal of Society and Space, 18(3). https://doi.org/10.17576/geo-2022-1803-10
Raya, M. K. F. (2023). Double Degree Transnational Curriculum: University Internationalization Efforts in Malaysia with British Universities. Muslim Education Review, 2(2), 275–319. https://doi.org/10.56529/mer.v2i2.101
Rey-Garcia, M., & Mato-Santiso, V. (2020). Enhancing the effects of university education for sustainable development on social sustainability: the role of social capital and real-world learning. International Journal of Sustainability in Higher Education, 21(7), 1451–1476. https://doi.org/10.1108/IJSHE-02-2020-0063
Rizal, F., Jalinus, N., Syahril, Sukardi, Zaus, M. A., Wulansari, R. E., & Nabawi, R. A. (2019). Comparison of ICT Using in Learning between Indonesia and Malaysia. Journal of Physics: Conference Series, 1387(1), 012133. https://doi.org/10.1088/1742-6596/1387/1/012133
Sastria, E. (2023). Indonesian Pre-service and In-service Science Teachers’ TPACK Level. International Journal of Biology Education Towards Sustainable Development, 3(1), 1–15. https://doi.org/10.53889/ijbetsd.v3i1.143
Shafie, H., Abd Majid, F., & Ismail, I. S. (2019). Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom. Asian Journal of University Education, 15(3), 24. https://doi.org/10.24191/ajue.v15i3.7818
Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education students using TPACK in science: a case study. Educational Media International, 52(3), 227–238. https://doi.org/10.1080/09523987.2015.1075104
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Stăncescu, I. (2017). The Importance Of Assessment In The Educational Process - Science Teachers’ Perspective. 753–759. https://doi.org/10.15405/epsbs.2017.07.03.89
Stratton, S. K., Hagevik, R., Feldman, A., & Bloom, M. (2015). Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability (pp. 445–457). https://doi.org/10.1007/978-3-319-16411-3_23
Taufik, M. (2020). Strategic Role Of Islamic Religious Education In Strengthening Character Education In The Era Of Industrial Revolution 4.0. Jurnal Ilmiah Islam Futura, 20(1), 86. https://doi.org/10.22373/jiif.v20i1.5797
Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163. https://doi.org/10.11114/jets.v6i9.3443
Trust, T. (2017). Preparing Future Teachers to Redefine Learning With Technology. Journal of Digital Learning in Teacher Education, 33(2), 44–45. https://doi.org/10.1080/21532974.2017.1281654
Wang, C., Zhang, M., Sesunan, A., & Yolanda, L. (2023). PERAN TEKNOLOGI DALAM TRANSFORMASI PENDIDIKAN DI INDONESIA Tinjauan dampak terkini gerakan Merdeka Belajar.
Wangid, M. N., Mustadi, A., & Mokshien, S. E. binti. (2020). The Exploration Of Teachers’ Efficacy In Teaching: Comparative Study In Indonesia And Malaysia. Jurnal Cakrawala Pendidikan, 39(2), 257–268. https://doi.org/10.21831/cp.v39i2.30012
Yanuarto, W. N., Maat, S. M., & Husnin, H. (2020). A measurement model of technological pedagogical content knowledge (TPACK) in Indonesian senior mathematics teachers’ scenario. Journal of Physics: Conference Series, 1663(1), 012018. https://doi.org/10.1088/1742-6596/1663/1/012018
Zainal, N. F. (2016). TPACK Development in Teacher Education Programs: Malaysian Context. International Journal of Academic Research in Business and Social Sciences, 6(12). https://doi.org/10.6007/IJARBSS/v6-i12/2490
Zulnaidi, H., Mafarja, N., & Oktavika, E. (2024). The readiness of IR4.0: Morality and technology integration among mathematics teachers. STEM Education, 4(1), 1–19. https://doi.org/10.3934/steme.2024001
