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The development of 21st century skills and

competence in service teacher through


TPACK training workshop
Cite as: AIP Conference Proceedings 2320, 020032 (2021); https://doi.org/10.1063/5.0037612
Published Online: 02 March 2021

Fauzi Bakri, Handjoko Permana, Wulandari Fitriani, Diah Ambarwulan, and Dewi Muliyati

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© 2020 Author(s).
The Development of 21st Century Skills and Competence in
Service Teacher Through TPACK Training Workshop
Fauzi Bakria), Handjoko Permana, Wulandari Fitriani, Diah Ambarwulan, and
Dewi Muliyati

Physics Education Department, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia
a)
Corresponding author: fauzi-bakri@unj.ac.id

Abstract. This paper describes the development of 21st-century skills and teacher competencies in office through TPACK
(Technology, Pedagogical, Knowledge Content) training workshops. The method used is qualitative descriptive in the form
of training workshops. The subject of the training workshop is high school teachers. The results of the training workshop
increase teacher competency in producing technology-based learning media, implementing learning using technology-
based media, solving class-based problems (classroom action research), and publishing the results of classroom action
research in the form of articles that are worth publishing in scientific journals. The impact of the training workshop is that
teachers are ready to implement TPACK in 21st-century learning.

INTRODUCTION
The digital era encourages the new Information and Communication Technology (ICT) that make various fields
must adjust professional competence, including education [1]. The increasingly digitalized world was making
technology skills become the main competency, not only for professionals [2]. The school must take responsibility for
conveying these skills to their teacher and hence to future generations of professionals. The teacher plays a vital role
in his competence in using new technology, which is an essential prerequisite for the effective implementation of these
skills. Teachers should have the ability in applying technology in learning, which we know as Technological,
Pedagogical, Content Knowledge (TPACK) [3]. TPACK for teacher’s science subjects, especially physics, can
provide an essential role in explaining the concept and the phenomenon of physics. This role can improve students’
understanding because it can present conducive learning conditions. These improvements come from a combination
of media learning tools. The tools are using hardware devices and modeling tools that improve laboratory activities in
high school [4-6], simulation software, and smartphone virtual lab for students understanding [7,8] or utilize e-learning
platform [9,10]. The study of research on TPACK in various countries has implications for the urgency of professional
teacher training [11].
These are three dimensions of teacher training related to technology [12]. First, the initial teaching training program
must focus on developing the competencies needed by the teacher to use ICT for teaching purposes. Second, the
emergence of new codes and languages derived from digital technology. That requires teachers to be prepared to
adhere to a set of professional ethics and standards to conceptualize the role of education played by digital technology.
Third, it requires us to think about creating a central teaching model. The teaching model combines pedagogical
innovation where digital technology can be the best pretext for change and to encourage creativity in the classroom
[12].
The form of training often given to teachers and education personnel for the development of professionalism
generally takes the form of using technology, strategies, and teaching needs [13]. Based on the survey, it can be seen
that the demand for 21st-century skills is the three most essential skills, namely: (1) professionalism/work ethics, (2)
teamwork/collaboration, and (3) oral communication [14]. This paper describes the implementation of training

The 9th National Physics Seminar 2020


AIP Conf. Proc. 2320, 020032-1–020032-5; https://doi.org/10.1063/5.0037612
Published by AIP Publishing. 978-0-7354-4064-7/$30.00

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workshops that develop teacher competencies in utilizing TPACK in implementing 21st-century learning in their
classrooms.

METHOD
This article is a publication of research results using the qualitative descriptive method in the form of a training
workshop. The training workshop material adopted the Pro Idea Plus method with two main objectives, (1) the activity
of the workshop training subject in developing media and learning models; (2) design, organization, and facilitation
of workshops to increase the participation of workshop training participants [14]. The form of activities adopting the
learning pyramid in Fig. 1. Participatory teaching methods are discussion groups, practices by doing, and teaching
others. While based on Fig. 1. it can be concluded that on average, the memory pyramid is below, the more interactions
there are, the more active the participant becomes, and the more knowledge is maintained.
The workshop training material is designed to improve teacher competency in preparing TPACK-based learning
media, organizing TPACK learning to overcome classroom-based problems, and compiling publication-based articles
on classroom action research.

FIGURE 1. Learning pyramid average memory capacity [15]


The design of the training workshop is based on the identification of TPACK competencies that every science
teacher must possess. The topics, materials, and methods are chosen shown in Table 1. Topics are given in three
activities within three months. The activity is a combination of guided training with an independent task in developing
products based on the material being trained. The first meeting was an introduction to learning media in the form of
TPACK-based modules. After the activity, participants were assigned to develop TPACK-based media in accordance
with the material taught at school. The second meeting conducted an assessment of the resulting learning media
products and provided improvement input. Participants are advised to use the media used to solve classroom-based
learning problems (classroom action research). Participants are introduced to making technology-based learning media
that support TPACK, such as learning videos. Videos can be integrated with modules produced or used in classroom
learning. Participants are also equipped with the ability to create class-based scientific articles. At the end of the second
activity, the participants were also provided with the task of perfecting TPACK-based media and making research-
based class articles.

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TABLE 1. Identification of Topics, Material, and Method
Topics Content and Materials Method
Instructional design for media development and learning 1. Lecture
programs. 2. Discuccion group
Materials: 3. Practice by doing
ICT-based 4. Teach others
1. Identify Required Resources
Physics 2. Determine Potential Delivery System
Learning 3. Compose Performance Objectives
course. 4. Generate Content and Develop Media
5. Generate Content
6. An Implementation Strategy
7. Determine Evaluation Criteria
Project to develop Physics Book in electronic format using 3D 1. Demonstration
Pageflip-Professional Software. 2. Practice by doing
Materials: 3. Practice by doing
Electronic
4. Teach others
Book 1. Adobe Acrobat DC
2. Office Word
3. Office PowerPoint
4. Flash Animation
5. Short Video
Project to record various motion based on kinematic topic using 1. Demonstration
tracker software for analyze motion and then create a worksheet 2. Discuccion group
3. Practice by doing
The video for for motion analysis.
Materials: 4. Teach others
Motion
Analysis 1. Smartphone
2. Windows Movie Maker
3. Video tracker
4. Powtoon
Assessment Project to create assessment based-on ICT 1. Practice by doing
Tools Materials: 2. Teach others
1. QuizMaker
2. Schoology
Augmented Project to create Augmented Reality for Physics Teaching 1. Demonstration
Reality Materials: 2. Practice by doing
3. Teach others
1. Unity Pro
2. Sample Project
3. Android Smartphone
Scientific article Project to write a scientific article and layouting. Practice by doing
Materials:
1. Office Word
2. Mendeley
Submit an Submit an article in to journal Practice by doing
article in to Materials:
journal 1. Article that matches the template manuscpript
Scholar Profile Create report and linking the scholar profile based on project Practice by doing
using Google Scholar and Researchgate.

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Topics, materials, and methods have been selected based on the identification of TPACK competencies that must
be possessed by each teacher participating in the training shown in TABLE 1. After the training workshop, supervisors
must assess the skills and competencies of the participating teachers.

RESULTS AND DISCUSSION


Based on the eight topics written in Table 1. the most widely used method is the practice by doing. This method
was chosen with the hope that 75% of participants can remember the material presented [15]. Basically, the activity
program develops collaborative competence between teachers to develop TPACK-based media models in the context
of 21st-century skills. Teachers collaborate to support each other to achieve the expected learning quality.
The topic began with an instructional design approach in media development and learning programs. The topics
(electronic book, the video for motion analysis, assessment tools, and augmented reality) are obtained from the search
results through the trend of education and learning research using ICT [4,7,9,10]. The three last topics are writing an
article, submit an article into the journal, and make a scholar profile. Scholar profile shows the portfolio, which is the
work result and the means of publication of their works. Each selected topic must report and uploaded in the
Researchgate database and link with the Profile Scholar. This report is also a form of responsibility in scientific
activities.
The topics, material, and method chosen obtained based on peer review assessment in excellence categorized with
some revision. The revision is shown in TABLE 2. The final topics, material, and method is chosen shown in TABLE
1.

TABLE 2. Peer-review Assessment


Comments Revisions
The minimum average memory capacity of participants must be 75%. The participatory methodologies.
Provide some variance software for every project. Give some variance of software.
In the learning section of the project, it should be equipped with a Adding project guides.
complete guide to the project to be carried out.
Presentation slides should add videos to make it more interesting. Adding video in slide.

The activity results at the first meeting found that 100% of the participants were very interested in knowing the
application of TPACK in learning. Participants actively use technology tools to develop technological knowledge
(CK) -based content knowledge (TK) modules outlined in pedagogical knowledge (PK). At the second meeting, it
was found that the teacher participating in the training workshop had developed a TPACK-based learning module.
The addition of Powtoon-based learning media video making material and video editing was very interesting for the
participants. Participants refine TPACK-based learning modules produced by integrating self-developed videos
according to content and pedagogical needs.
The high enthusiasm of the trainees because of their awareness of facing students in the millennial generation who
need technology-based teaching materials. The interest also appeared with the classroom action research material at
the second meeting as a teacher base to improve learning in the classroom. Teachers are required to improve the
quality of learning in the classroom with the help of newly produced media. The results of this classroom action
research are developed into articles worth publishing in national or international scientific journals. Professional
teachers are teachers who are able to improve the quality of their learning in class and are able to publish it in reputable
scientific journals.

CONCLUSIONS
The implementation of the training workshop has increased the competence of teachers to be ready to carry out
21st-century TPACK-based learning. The training material is beneficial for teachers in developing TPACK-based
teaching materials, preparing classroom action research plans, implementing TPACK-based learning to solve
problems in class, compiling articles to publish classroom action research results..

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ACKNOWLEDGMENT
We gratefully acknowledge support from the Hibah Pengabdian Kepada Masyarakat Terintegrasi KKN –
Universitas Negeri Jakarta under the contract number 09/PPM-KKN UNJ/LPPM-UNJ/2019.

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