4.4 Discussions
4.4.2 The Lecturers’ Level of Competence in term of Planning and
4.4.2.1 The Relationship among TPACK Components
The relationship among TPACK components exhibited by one hundred and seventy one lecturers in private higher education in Jambi, Indonesia. This study used a quantitative questionnaire consisting of a 28-item, 5-option Likert scale design, adapted from Schmidt, et al. (2009). In addition, quantitative competence questionnaire consisting of a 30-item also used to measure lecturers’
competence, 6-option Likert scale design, adapted from Ningsih and Silvia, (2018). Structural Equation Modeling (SEM) was used to analyze the data.
With the enactment of the learning from home policy during the Covid-19 pandemic in Indonesia, an educator, including those in higher education, in a short preparation time must change all offline lecturing practices to online lectures. The
main focus of this research is to ensure that the practice of online lectures carried out in Earth and space science courses can still contribute positively to the competence of lecturers, especially in the TPACK aspects.
TPACK is built from three main knowledge components, namely technological knowledge, pedagogical knowledge and content knowledge.
(Koehler et al., 2013). The interaction of the three forms of knowledge will develop secondary forms of knowledge, which include knowledge of pedagogical content (PCK), pedagogical knowledge of technology (TPK), knowledge of technology content (TCK) and finally, the synthesis of these three forms of secondary knowledge will form TPACK (Dong et al., 2015). PCK is a unique form of educator knowledge that synthesizes educator PK and CK to help students bridge difficulties in mastering subject matter (Shulman, 1986, 1987).
Correspondingly, TPK is a unique form of PK associated with the use of a particular technology, whereas TCK refers to technologically represented content knowledge which is not created for a purpose. Finally, TPACK refers to an integrated form of knowledge that can be created through a different combination of the previously discussed forms of knowledge (Cox & Graham, 2009). This form of knowledge is created through educators or educational technology experts' design efforts when they build new practices to integrate ICT into classroom management (Tsai et al., 2013).
If we look at the lecturers’ scores on the three basic components of TPACK, the average score for Pedagogical knowledge is 4.322, content knowledge is 4,580 and technology knowledge is 4,132. Based on these three
values, it is clear that online lectures carried out are still low in developing technology knowledge. If in offline learning a lecturer can freely design a lecture that can accommodate 21st century skills, it is different in an online learning environment where each student learns independently in their respective homes and interpersonal communication interactions are not as free as in offline learning.
This study showed that the relationships of all TPACK components were complex involving some significant hypotheses. The results also showed that technology played essential roles in teaching and learning process during the pandemic to prevent the spread of virus in educational institutions. The model had also been developed with valid and statistically reliable results.
Statistical analyses used for this study were SEM to test all hypotheses.
The results of this study is similar to the findings by Pamuk et al (2013) that there are positive correlation between the technological knowledge (TK) and technological content knowledge (TCK) and technological pedagogical knowledge (TPK); pedagogical knowledge (PK) with TPK; content knowledge (CK) toward TCK; and TCK and TPK toward technological pedagogical content knowledge (TPACK). The results of findings also similar to Chai et al. (2010) who found that technological knowledge, pedagogical knowledge and content knowledge were all significant predictors of TPACK.
From the statistical results, Technology Knowledge (TK) significantly affects Technology Pedadogy Knowledge (TPK). It means that the variable of Technology Knowledge affects positively to TPK. This finding supports research related to Technology Knowledge affected positively towards TPK that stated the
educators need to train to use recent technology. It proves that knowledge of technology has a significant effect towards educators' ability in combining knowledge of technology and pedagogy knowledge in teaching and learning process (Chuang, 2015; Hoseseini, 2015). Technological knowledge, not only referring to the use of a computer, server, or network, but it also refers to the technical equipment used in one’s profession of study. This knowledge will come to mean the correct operation of computers, tablets, video recording devices, projectors, speakers, and other electronic devices that aid in the processing of information (Sahin, et al., 2013).
In addition, the variable of Pedagogy Knowledge (PK) positively affected Technology Pedadogy Knowledge (TPK). These findings support the research related to Pedagogy Knowledge positively affects TPK (Chai, 2011; Tanak, 2018;
Chuang, 2015; Angeli, 2009). It proves that Pedagogy Knowledge has a significant effect on educators' ability in combining Technology Knowledge and Pedagogy Knowledge in the teaching-learning process in the class.
The variable of Technology Pedagogy Knowledge affects positively TPACK. This finding supports the research related Technology Pedagogy Knowledge positively affects TPACK (J.W.Potter, 2004; Tanak, 2018). It proves that Technology Knowledge and Pedagogy Knowledge have a significant effect on educators' ability in combining technology knowledge, pedagogy knowledge and content knowledge in the teaching and learning process.
TPACK studies such as Koehler et al (2007) and Angeli and Valanides
to make connections between technological knowledge, pedagogical knowledge, and content knowledge. These studies support the transformative view of TPACK which states that the outcome of integrating multiple knowledge sources results in knowledge that in unique and different from a simple addition of its sources (Angeli and Valanides, 2009)
From the explanation, it is known that 6 out of the 7 hypotheses are stated to have a positive influence between constructs. While in Hypothesis 7 it is stated that TPACK has no direct positive effect on lecturers’ competence. It means that the level of TPACK possessed by lecturers in the learning process do not directly affect the competence by the lecturers, in this case, the lecturers’ planning and preparing session, conducting learning process, and learning evaluation.
Lecturers incorporate their Technological Pedagogical Content Knowledge into their curriculum and classroom to provide more resources for learners and to assist students. Technology may also assist students in developing their knowledge and skills. Technology is crucial in teaching and learning process.
Furthermore, it allows both lecturers and students to be more connected, since lecturers can involve students in more activities at any time and from any place, and it also allows lecturers to monitor and assess students' competences without regard to time or space constraints.
Mishra and Koehler (2006) explain that there is no0single technological solutionthat0applies for every0educator, every0course, or everyview of teaching.
Quality0teaching requires developing a0nuanced understanding of the complex relationships among0technology, content, 0and pedagogy, and using this
understanding to develop appropriate, 0context-specific strategies and representations. Technology is not a mere object to be introduced into teaching and learning activities at will without considering basic principles of learning and sound pedagogy. The educator should consider how the selected technology fits into the objective of the lesson, methods of instruction, evaluation, feedback and follow-up initiatives.
4.4.2.2 TPACK Level and Lecturers’ Competence on Online Teaching