Development of Physics E-book Based on Technological Pedagogical Content Knowledge (TPACK) on Thermodynamic Laws Topic

H K Baihaqi(1), E. Purwaningsih(2), S Sulur(3), S Sutopo(4),

DOI: https://doi.org/10.15294/jpfi.v18i1.28924


(1) Master Program of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta
(2) Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia
(3) Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia
(4) Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia

Abstract

This research was developmental research with aims to develop, knowing validity and practicability of thermodynamics e-book based on TPACK. This research was using 4D models and did only as far as develop step. The result based on 4D model steps were (1) Define produces task analysis to fulfil 21st century skill, (2) Design produces 2 product which are teacher book and student book, (3) Develop step produces result of validation and the last product (e-book/flipbook for teacher and student). Expert validation showed the teaching instructional material is valid, learning planning is valid, Content Representation is valid, and e-book is valid. 89,5% students responded this e-book very interesting. This e-book can be said quite practically. Limited trial and small experiment were carried out in one of class in senior high school of one Ngoro Mojokerto and concluded that the increase in the stabilization of sub-topic introduction to Temperature and the Thermodynamics Zero Low is high through the activity of comparing (Let’s Compare). Students can learn thermodynamics by keeping up with science and technology developments by this e-book. The practical benefit is helping the success of learning process carried out at school and home because e-books are provided in 2 forms, teacher book and student book.

Keywords

e-book, thermodynamics, TPACK

Full Text:

PDF

References

Binas, M., Michalko, M., Novak, M. (2012). Interactive eBook as a Supporting Tool for Education Process. Proceedings of 10th IEEE International Conference on Emerging e-Learning Technologies and Applications November 8-9, 2012, Stará Lesná, The High Tatras, Slovakia. https://doi.org/10.1109/ICETA.2012.6418285.

Djarod, F.I. (2015). Analisis Kesalahan dalam Menyelesaikan Soal Materi Pokok Termodinamika pada Siswa Kelas XI SMA Al Isla 1 Surakarta Tahun Ajaran 2013/2014. (Undergraduate thesis). F.KIP UNS, Surakarta.

Doyle, A., Seery, N., & Gumaelius, L. (2019). Operationalizing Pedagogical Content Knowledge Research in Technology Education: Considerations for Methodological Approaches to Exploring Enacted Practice. British Educational Research Journal, 45(4).755-769. https://doi.org/10.1002/berj.3524.

Floden, R. E., Richmond, G., & Salazar, M. (2020). A Nation at Risk or a Nation in Progress? Naming the Way Forward Through Research in Teacher Education. Journal of Teacher Education.71 (2) 169-171. https://doi.org/10.1177/0022487119900628.

Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.

Haji, A. G., Safriana, & Safitri, R. (2015). The Use of Problem Based Learning to Increase Students’ Learning Independent and to Investigate Students’ Concept Understanding on Rotational Dynamic at Students of SMA Negeri 4 Banda Aceh. Jurnal Pendidikan IPA Indonesia, 4 (1), 67-72. https://doi.org/10.15294/jpii.v4i1.3503.

Hakim, A., Liliasari., & Setiawan, A. (2016). Desain Multimedia Interaktif untuk Pembelajaran Termodinamika. Proceedings of Seminar Nasional 2016, Malang: Pendidikan IPA Pascasarjana UM.

Hansson, L., Leden, L., & Thulin, S. (2020). Book Talks As An Approach to Nature of Science Teaching In Early Childhood Education. International Journal of Science Education, 42(12), 2095-2111. https://doi.org/10.1080/09500693.2020.1812011.

Henriksson, I. & Laakso, K. (2019). Book Talk and Aphasia: The Power of Book. international Journal of Language & Communication Disorders, 1-13. https://doi.org/ 10.1111/1460-6984.12509.

Irwandani, Rofiah, Sani. (2015). Pengaruh Model Pembelajaran Generatif terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik Mts Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 04 (2), (2015) 165-177. https://doi.org/10.24042/jpifalbiruni.v4i2.90.

Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.

Law, N. & Liang, L. (2019). Sociotechnical Co-Evolution of an E-Learning Innovation Network. British Journal of Educational Technology, 50(3),134–135. https://doi.org/10.1111/bjet.12768.

Maulini, S., Muliyani, R., Kurniawan, Y. (2016). The Three Tier-Test untuk Mengungkap Kuantitas Siswa Yang Miskonsepsi Pada Konsep Gaya Pegas Jurnal Ilmu Pendidikan, 1(2), 42-44.

Mishra, P., Koehler, M. J., & Henriksen, D. (2010). The 7 Trans-Disciplinary Habits of mind: Extending the TPACK Framework Towards 21st Century Learning. Michigan State University.

Nilsson, P. & Karlsson, G. (2019). Capturing Student Teachers’ Pedagogical Content Knowledge (PCK) using CoRes and digital technology. International Journal of Science Education, 41(4), 419-447 https://doi.org/10.1080/09500693.2018.1551642.

Nozoe, S. & Isozaki, T. (2020). What affects Japanese Science Teachers’ Pedagogical Perspectives in Lower Secondary Schools? A Case Study of International Comparison Between Hiroshima (Japan) and Leeds (England). International Journal of Science Education 2020, 42(13). 2246–2265. https://doi.org/10.1080/09500693.2020.1817608..

Neumann, K., Kind, V., & Harms, U. (2019). Probing The Amalgam: The Relationship between Science Teachers’ Content, Pedagogical and Pedagogical Content Knowledge. International Journal of Science Education, 41(7), 847-861 https://doi.org/10.1080/09500693.2018.1497217.

Oktasari, C., Jumadi, Warsono, Hariadi, M. H., & Syari, E. L. (2019). 3D PageFlipped Worksheet on Impulse-Momentum to Develop Students’ Scientific Communication Skills. Jurnal Pendidikan IPA Indonesia, 8 (2) (2019) 211-219 DOI: 10.15294/jpii.v8i2.15737.

Papen, U. (2019). Using picture books to develop critical visual literacy in primary schools: challenges of a dialogic approach. Literacy, 54(1), 3-10 https://doi.org/10.1111/lit.12197.

Prachagool, V., Nuangchalerm, P. (2019). Investigating understanding the nature of science. International Journal of Evaluation and Research in Education, 8(4), 719-725. https://doi.org/10.11591/ijere.v8i4.20282.

Pradana, S.D.S. (2015). Pengembangan Bahan Ajar Fisika Berbasis Masalah dan PCK (Pedagogical Content Knowledge) untuk Meningkatkan Kemampuan Pemecahan Masalah bagi Peserta Didik SMA. (Unpublished Undergraduate thesis). FMIPA UM, Malang.

Purwanto, N. (2002). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT Remaja Rosdakarya.

Rahmawati, N. Y., Rustaman, I., Hamidah, D., Rusdiana. (2018). The Development and Validation of Conceptual Knowledge Test to Evaluate Conceptual Knowledge of Physics Prospective Teachers on Electricity and Magnetism Topic. Jurnal Pendidikan IPA Indonesia, 7(4), (2018) 483-490. https://doi.org/10.15294/jpii.v7i4.13490.

Reynolds, W.C. & Perkins, H.C. (1996). Termodinamika Teknik. (F. Harahap Trans.) Jakarta: Erlangga.

Riduwan. (2014). Dasar-dasar Statistika. Bandung: Alfabeta Press.

Saleh,S., dan Mazlan, A. (2019). The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach Towards Physics Understanding. Jurnal Pendidikan IPA Indonesia, 8 (1) (2019) 12-21 DOI: 10.15294/jpii.v8i1.16022.

Simatupang, H., A. (2016). Pengembangan Media Pop-Up pada Materi Organisasi Kehidupan untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik SMP Kelas VIII. (Undergraduate thesis). FMIPA Universitas Negeri Yogyakarta, Yogyakarta.

Valtonen,T., Sointu, E., Kukkonen, J., Makitalo, K., & Hoang, N. (2019). Examining Pre-service Teachers’ Technological Pedagogical Content Knowledge as Evolving Knowledge Domains: A Longitudinal Approach. Journal of Computer Assissted Learning 35 (2019) 491–502. DOI: 10.1111/jcal.12353.

Widiyatmoko, A. & Shimizu, K. (2018). The Development of Two-Tier Multiple Choice Test to Assess Students’ Conceptual Understanding About Light and Optical Instruments. Jurnal Pendidikan IPA Indonesia 7 (4) (2018) 491-501 DOI: 10.15294/jpii.v7i4.16591.

Yanti, F. A., Kuswanto, H., Habibi, & Kinasih, A. (2020). Development of Analogy-Based Material Physics Module to Provide Analogy Ability of Physics Teachers Candidates. Jurnal Pendidikan Fisika Indonesia. 16 (1) (2020) 34-40 DOI: 10.15294/jpfi.v16i1.9122.

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License