Rosmawati, Astuti, Y., Wulandari, I., Erianti, & Hartika, R. F. (2024). Application of the Technological Pedagogical Content Knowledge (TPACK) learning model in the student measurement and evaluation test course in the department of sports education. Journal of Higher Education Theory and Practice, 23(20). https://doi.org/10.33423/jhetp.v23i20.6698

Abstract:

“This research is motivated by the problems encountered in the field, which include students’ inability to think critically, construct learning materials, and effectively utilize technology to support learning. As a result, a learning model is required to design by integrating three major aspects: technology, pedagogy, and content. The measurement and evaluation test course are the learning model that will be developed in this study using technological pedagogical content knowledge (TPACK). Because this course requires students to have pedagogical knowledge, technological knowledge, and content knowledge from lectures; students must also be able to practice using instruments and analyze all information obtained from the measurement process. The classroom action research method was used in two cycles with 20 students. Each cycle comprises three parts: action planning, observation, and reflection. Data collection methods include tests, and data analysis methods include quantitative descriptive statistics. Improving measurement test learning outcomes and evaluating student physical education through the TPACK approach, which has a positive influence or impact as indicated by an in-crease from the pre-cycle.”