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All Journal Dinamika Jurnal Pendidikan Dasar Jurnal Ide Bahasa
Shelia Anjarani
Universitas Muhammadiyah Purwokerto
Arts Humanities Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media

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THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Tono Suwartono; Feisal Aziez; Lutfi Istikharoh; Miftahul Furqon; Shelia Anjarani; Saefurrohman Saefurrohman; Santhy Hawanti; Faisal Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 14, No 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

Abstract

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.
UNPACKING THE TPACK FRAMEWORK IN EFL CONTEXT: A REVIEW OF EMPIRICAL STUDIES FROM 2015 TO 2019 Shelia Anjarani
IdeBahasa Vol 2 No 2 (2020): JURNAL IDEBAHASA VOL.2 NO. 2 DESEMBER 2020
Publisher : Asosiasi dosen IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/idebahasa.v2i2.42

Abstract

Technological Pedagogical Content Knowledge (TPACK) has been implemented as a conceptual framework for the knowledge domains that teachers need to master to successfully teach using technology and it has attracted a lot of attention across the field of education. Nonetheless, the framework has been criticized for not being practically useful. TPACK studies were mostly conducted in Mathematics and Science. Meanwhile, research on integrating English as a foreign language (EFL) into TPACK has been lagging behind. To better understand the critics, an investigation of general characteristics of TPACK studies in EFL context is needed. This paper is a systematic literature review of 20 peer-reviewed journal articles concerning the use of TPACK in EFL context published from 2015 to 2019.
Co-Authors Faisal Faisal Feisal Aziez Lutfi Istikharoh Miftahul Furqon Saefurrohman Saefurrohman Santhy Hawanti Tono Suwartono