Integrasi Technological Pedagogical Science Knowledge pada Nilai-Nilai Islam

  • Pandu Jati Laksono UIN Raden Fatah Palembang
  • Muhammad Isnaini Universitas Islam Negeri (UIN) Raden Fatah, Palembang

Abstract

TPASK is to represent science in information technology and education. Combining knowledge content, science content, technology content and pedagogical content is something that a student must have in their learning. Islamic religious perspective, education (pedagogy), science and technology are things that develop to make it easier for a believer to live his life. The method used in this research is library research or known as literature study. The method used is to analyze books, research results, and articles and then reduce them and present them to make new findings. Qualitative data analysis consists of four steps that occur simultaneously, namely categorization, data reduction, data presentation, and conclusions. The results of the review show that TPASK in the process must demonstrate Islamic values. Islamic values are closely related and strengthened with technology, pedagogy and science which are the basic concepts of TPASK. Another thing that strengthens the existence of Islamic religious values is an educational system that has character and religious values. Overview Integration is important because of the context that science, pedagogy, technology and religion are mutually reinforcing.

References

Abbitt, J. T. (2014). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Http://Dx.Doi.Org/10.1080/21532974.2011.10784670, 27(4), 134–143. https://doi.org/10.1080/21532974.2011.10784670
Agapova, O., Jones, L., Ushakov, A., … A. R.-C. E., & 2002, undefined. (n.d.). Encouraging independent chemistry learning through multimedia design experiences. Publications.Iupac.Org. Retrieved July 13, 2022, from http://publications.iupac.org/publications/cei/vol3/0301x0an8.html
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK) Becta. Computers & Education, 52, 154–168.
Binti Rahman, F., & Che Noh, M. A. (2021). Implementation of the Al-Quran and Science Integration Approach at the Asajaya Regional Middle School. Al-Hayat: Journal of Islamic Education, 5(2), 240. https://doi.org/10.35723/ajie.v5i2.204
Cox, S., & Graham, R. (2009). Diagramming TPACK in practice: using an elaborated model of the tpack framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.
Cox, S. M. (2008). A Conceptual Analysis of Technological Pedagogical Content Knowledge, pHD,. Brigham Young University. Cox.
Demina, D., Effendi, Z. ., Ananda, A., & Darmansyah, D. (2018). Development of integrated learning model of islamic education subject and student self control. Jurnal Aplikasi IPTEK Indonesia, 2(2), 11–20.
Faizin, F. (2017). Integrasi Agama dan Sains dalam Tafsir Ilmi Kementerian Agama RI. Jurnal Ushuluddin, 25(1), 19. https://doi.org/10.24014/jush.v25i1.2560
Ghufron, A. (2010). Integrasi Nilai-Nilai Karakter Bangsa Pada Kegiatan Pembelajaran. Jurnal Cakrawala Pendidikan, 1(3), 13–24. https://doi.org/10.21831/cp.v1i3.230
Hamidi, F., Meshkat, M., Rezaee, M., & Jafari, M. (2011). Information technology in education. Procedia Computer Science, 3, 369–373. https://doi.org/10.1016/J.PROCS.2010.12.062
Hassan, L. G., Salihu, M., Isah, A. M., & Sabo, M. K. (2020). Green Chemistry: An Islamic View Points. Al-Hikmah Journal of Arts and Social Sciences Education, 2(2), 90–98.
Haught, J. F. (2004). Perjumpaan Sains dan Agama: Dari Konflik ke Dialog. Mizan.
Imaduddin, M. (2019). Infusing Islamic Values and Sustainable Development Into Chemistry for Pre-Service Islamic Elementary School Teachers. Jurnal Pendidikan Sains (Jps), 7(1), 47. https://doi.org/10.26714/jps.7.1.2019.47-54
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers and Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022
Laksono, P. J. (2021). Literasi Digital Calon Guru Sains di Universitas Islam pada Masa Pandemi Covid-19. Orbital: Jurnal Pendidikan Kimia, 5(2), 91–109. https://doi.org/10.19109/ojpk.v5i2.10301
Mansour, N. (2011). Science Teachers’ Views of Science and Religion vs. the Islamic Perspective: Conflicting or Compatible? . Science Education, 95(2), 281–309. http://dx.doi.org/10.1002/sce.20418
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/J.1467-9620.2006.00684.X
Moreno, J. R., Montoro, M. A., & Colón, A. M. O. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability (Switzerland), 11(7). https://doi.org/10.3390/su11071870
Muhajir. (2001). Filsafat Ilmu Posivitisme, Post Posivitisme dan Post Modernisme (II). PT. Raja Gravindo Persada.
Mukri, M., Faisal, F., Anwar, S., & Asriani, A. (2019). Quran-integrated science in the era of industrial revolution 4.0. Journal of Physics: Conference Series, 1155(1), 0–5. https://doi.org/10.1088/1742-6596/1155/1/012001
Naik, Z. (2000). The Quran and Modern Science: Compatible or Incompatible?
Nurhaeni, T., Lutfiani, N., Singh, A., Febriani, W., & Hardini, M. (2021). The Value of Technological Developments Based on An Islamic Perspective. International Journal of Cyber and IT Service Management, 1(1), 1–13. https://doi.org/10.34306/ijcitsm.v1i1.4
Oyaid, A. A. (2009). Education Policy in Saudi Arabia and Its Relation to Secondary School Teachers’ ICT Use, Perceptions, and Views of the Future of ICT in Education. University of Exeter.
Rodríguez-Becerra, J., Cáceres-Jensen, L., Díaz, T., Druker, S., Bahamonde Padilla, V., Pernaa, J., & Aksela, M. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: A case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21(2), 638–654. https://doi.org/10.1039/c9rp00273a
Soejati, Z. (n.d.). Sains dan Teknologi dalam Perspektif Al-Qur’an, dalam Yunahar Ilyas (ed.), Pendidikan dalam Perspektif Al- Qur’an. Lembaga Pengkajian dan Pengamalan Islam.
Sundari, U., Heliawati*, L., & Permanasari, A. (2020). Students’ Perceptions of the Internalization of Islamic Values in Buffer Solution Teaching Materials. Jurnal IPA & Pembelajaran IPA, 4(2), 132–140. https://doi.org/10.24815/jipi.v4i2.16730
Webb, M., & Cox, M. (2004). A review of pedagogy related to Information and Communications Technology. Technology. Pedagogy and Education, 13(3), 235–286.
Published
2022-08-31
How to Cite
LAKSONO, Pandu Jati; ISNAINI, Muhammad. Integrasi Technological Pedagogical Science Knowledge pada Nilai-Nilai Islam. Bestari | Jurnal Studi Pendidikan Islam, [S.l.], v. 19, n. 1, p. 1-14, aug. 2022. ISSN 2807-6532. Available at: <https://riset-iaid.net/index.php/bestari/article/view/1157>. Date accessed: 29 mar. 2024. doi: https://doi.org/10.36667/bestari.v19i1.1157.