Authors :
Rusma Noortyani; Noor Cahaya; Nuruddin Wiranda; Abdul Rizal Barkatullah; Arina Fitriana; Rina Rahmawati
Volume/Issue :
Volume 8 - 2023, Issue 8 - August
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/544kzhab
DOI :
https://doi.org/10.5281/zenodo.8323408
Abstract :
This study aims to explain how Pedagogical
Content Knowledge Technology (TPACK) is integrated
into online learning programs used by Indonesian
language teachers in wetlands. This research used a
descriptive qualitative approach. The focus of this
research is the Indonesian teacher at SMPN 8 Tamban
and online lesson plans for Indonesian. To collect data for
this study, documentation and interview methods were
used. In this study, data was reduced, presented, and
verified to perform data analysis techniques. The results
showed that the integration of technological and
pedagogical content knowledge (TPACK) was divided
into four parts: technological knowledge (TK),
pedagogical knowledge (PK), content knowledge (CK),
and TPACK integration.
Keywords :
Indonesian Language Teachers, Online Learning Tools, Reading, Smart Learning, TPACK.
This study aims to explain how Pedagogical
Content Knowledge Technology (TPACK) is integrated
into online learning programs used by Indonesian
language teachers in wetlands. This research used a
descriptive qualitative approach. The focus of this
research is the Indonesian teacher at SMPN 8 Tamban
and online lesson plans for Indonesian. To collect data for
this study, documentation and interview methods were
used. In this study, data was reduced, presented, and
verified to perform data analysis techniques. The results
showed that the integration of technological and
pedagogical content knowledge (TPACK) was divided
into four parts: technological knowledge (TK),
pedagogical knowledge (PK), content knowledge (CK),
and TPACK integration.
Keywords :
Indonesian Language Teachers, Online Learning Tools, Reading, Smart Learning, TPACK.
