Development of TPACK-based e-Modules for Pre-service Mathematics Teacher Using Successive Approximation Model

Roni Priyanda; Iden Rainal Ihsan; Tatang Herman; Nishbah Fadhelina

doi:10.33541/edumatsains.v10i4.8070

Authors

Roni Priyanda Universitas Pendidikan Indonesia
Iden Rainal Ihsan Universitas Samudra
Tatang Herman Universitas Pendidikan Indonesia
Nishbah Fadhelina Universitas Samudra

DOI:

https://doi.org/10.33541/edumatsains.v10i4.8070

Keywords:

E-Module, Pre-service teacher, Successive approximation Model, TPACK

Abstract

The purpose of this research was to develop valid and practical TPACK-based e-modules for prospective mathematics teachers. The development uses the SAM model which provides a systematic and iterative approach consisting of 3 phases, i.e., preparation, iterative design, and iterative development. The research was conducted at Universitas Samudra with the development of an e-module on one of the differential equation materials, namely homogeneous differential equations. Modules are designed using flipbooks, integrating material, problem solving exercises, and ending with project students compiling instructional designs on material mathematics. The results of the assessment by the validator team (consisting of material experts, linguists and media experts) obtained 82.22% for the level of validity, with a very decent category. On the other hand, the average student response regarding the practicality of the e-module is at 87.01 in the very practical category. Thus, the e-module on TPACK-based differential equation material is feasible and practical for use by pre-service mathematics teachers at Universitas Samudra.

References

Agyei, D.D. and Voogt, J.M. (2015) ‘Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course’, Technology, Pedagogy and Education, 24(5), pp. 605–625. Available at: https://doi.org/10.1080/1475939X.2015.1096822.

Ali, C.A. (2021) ‘A comparative study of SAM and ADDIE models in simulating STEM instruction’, African Educational Research Journal, 9(4), pp. 852–859. Available at: https://doi.org/10.30918/aerj.93.21.125.

Allen, M. and Sites, R. (2012) Leaving ADDIE for SAM: An agile model for developing the best learning experiences. United States of America: United States of America: ASTD Press.

Ball, D.L., Hill, H.C. and Bass, H. (2005) ‘Knowing mathematics for teaching’, American Educator, (Fall), pp. 14–22. Available at: https://doi.org/10.1016/j.cedpsych.2006.02.001.

Ball, D.L., Thames, M.H. and Phelps, G. (2008) ‘Content knowledge for teaching: What makes it special?’, Journal of Teacher Education, 59(5), pp. 389–407. Available at: https://doi.org/10.1177/0022487108324554.

Blancaflor, E.B. et al. (2022) ‘A Gamified Educational Learning Module for Core Subjects in an Elementary Level’, International Journal of Information and Education Technology, 12(11), pp. 1280–1285. Available at: https://doi.org/10.18178/ijiet.2022.12.11.1751.

Dianawati, I.A. and Suputra, I.N. (2022) ‘Pengembangan e-modul berbasis flipbook maker untuk meningkatkan hasil belajar peserta didik pada kelas XII SMK’, Fair Value: Jurnal Ilmiah Akuntansi dan Keuangan, 4(9), pp. 3815–3825. Available at: https://doi.org/10.32670/fairvalue.v4i9.1557.

Fuchs, K. (2022) ‘Online Learning and Emergency Remote Teaching in Higher Education during COVID-19: Student Perspectives’, International Journal of Information and Education Technology, 12(9), pp. 940–946. Available at: https://doi.org/10.18178/ijiet.2022.12.9.1704.

Greyling, L.E. et al. (2020) ‘Improving distance learning mathematics modules in South Africa: A learning design perspective’, South African Journal of Higher Education, 34(3), pp. 89–111. Available at: https://doi.org/10.20853/34-3-3358.

Kamsin, I.F. et al. (2022) ‘Learning Styles Integration in ICT Literacy Module (mLICT-OA) Development for Orang Asli Students’, International Journal of Information and Education Technology, 12(11), pp. 1254–1259. Available at: https://doi.org/10.18178/ijiet.2022.12.11.1747.

Keator, C.S. (2020) ‘The Digital Era of Learning: Novel Educational Strategies and Challenges for Teaching Studies in the 21st Century’, Nova Science Publishers, Inc., pp. 1–330.

Nova, T. et al. (2023) ‘Development of Mathematics E-Module Using Kodular and Flipbook for Junior High School Students : Differences’, 4185(2011), pp. 1–16. Available at: https://doi.org/10.24815/jdm.v10i1.29730.

Nugroho Yanuarto, W., Mistima Maat, S. and Husnin, H. (2021) ‘TPACK in mathematics teacher education: Are teachers ready to teach for ICT literacy?’, Journal of Physics: Conference Series, 1778(1). Available at: https://doi.org/10.1088/1742-6596/1778/1/012012.

Patahuddin, S.M., Lowrie, T. and Dalgarno, B. (2016) ‘Analysing Mathematics Teachers’ TPACK Through Observation of Practice’, Asia-Pacific Education Researcher, 25(5–6), pp. 863–872. Available at: https://doi.org/10.1007/s40299-016-0305-2.

Prasart, N. (2011) ‘In-service Science Teachers’ Pedagogical Content Knowledge’, Studies in Sociology of Science, 2(2), p. 33. Available at: https://doi.org/10.3968/j.sss.1923018420110202.034.

Samir Abou El-Seoud, M. et al. (2014) ‘E-learning and students’ motivation: A research study on the effect of e-learning on higher education’, International Journal of Emerging Technologies in Learning, 9(4), pp. 20–26. Available at: https://doi.org/10.3991/ijet.v9i4.3465.

Shamail, A. and Chitale, M. (2022) ‘Transition to Online Teaching during the COVID-19 Pandemic in the Eastern Province of Saudi Arabia — A Study’, International Journal of Information and Education Technology, 12(8), pp. 794–801. Available at: https://doi.org/10.18178/ijiet.2022.12.8.1686.

Shulman, L.S. (1986) ‘Those Who Understand: A Conception of Teacher Knowledge.’, American Educator, 10(1), pp. 4–14. Available at: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ333816%5Cnpapers3://publication/uuid/E77F7FFC-98B3-40B5-90D2-50050B024672.

Shulman, L.S. (1987) ‘Knowledge and Teaching : Foundations of the New Reform’, Harvard educational review, 57(1), pp. 1–22.

Sofroniou, A. (2020) ‘Learning and Engagement in the Flipped Classroom of Analytical Mathematics’, Journal of Education, Society and Behavioural Science, 33(11), pp. 93–111. Available at: https://doi.org/10.9734/jesbs/2020/v33i1130275.

Wintarti, A., Abadi and Fardah, D.K. (2019) ‘The Instructional Design of Blended Learning on Differential Calculus Using Successive Approximation Model’, Journal of Physics: Conference Series, 1417(1). Available at: https://doi.org/10.1088/1742-6596/1417/1/012064.

Wolverton, C. and Guidry, B. (2022) ‘Guidelines for Incorporating Active Learning Into the Design of Online Management Courses Utilizing the Successive Approximation Model (SAM)’, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 18(1), pp. 264–274.