English Learning Interest in High School Students: TPACK-Based Problem-Based Learning Model

Hamsia Hamsia 1 Indonesia , La Sunra 2 Indonesia , Neni Iryani 3 Indonesia
1 Sekolah Menengah Negeri 1 Nosu, Sulawesi Barat
2 Universitas Negeri Makassar
3 SMPN 6 Makassar
Link Copied!
Published 2024-09-27
Vol. 3 No. 4 (2024) PAGES 91-100
DOI 10.51574/ijrer.v3i4.360
Views / Downloads 206 333

The motivation for this research stems from the students' dissatisfaction with their low learning scores, which range from 66.84 to 68% for 23 students. The English learning achievement test results remain unsatisfactory, with only 65% of the 23 students completing the minimum completion criteria (70) exam. Therefore, this study aims to describe the implementation of the TPACK approach through the problem-based learning (PBL) model, with the goal of improving learning interest and English learning outcomes. This is classroom action research conducted in two cycles. The sample for this study was 23 students of public Senior High School 1 Nosu in grade X. The study collected data on students' attitudes, interests, and sincerity in following the learning process through the TPACK-integrated Problem-Based Learning (PBL) Model. Data analysis uses qualitative and quantitative analysis techniques. The study's results indicated that in the first cycle, the percentage of students who completed the learning achievement test increased to 73.9%. Likewise, learning interest also increased to the good category, namely 78.25%. Furthermore, in cycle 2, learning interest increased again, to the good category of 91.3%. Similarly, the proportion of students who successfully completed their learning achieved a significant increase to 95.64%.

Hamsia, H., Sunra, L., & Iryani, N. . (2024). English Learning Interest in High School Students: TPACK-Based Problem-Based Learning Model. ETDC: Indonesian Journal of Research and Educational Review , 3(4), 91–100. https://doi.org/10.51574/ijrer.v3i4.360
More Citation Formats
Download Citation
  1. Adipat, S. (2021). Developing technological pedagogical content knowledge (TPACK) through technology-enhanced content and language-integrated learning (T-CLIL) instruction. Education and Information Technologies, 26(5), 6461-6477.
  2. Alias, H. (2023). Problem-Based Learning Model to Improve English Learning Achievement. ETDC: Indonesian Journal of Research and Educational Review, 2(4), 102-110.
  3. Aloni, N. (2013). Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081.
  4. Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology, 12, 713057.
  5. An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in psychology, 11, 558466.
  6. Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334.
  7. Ardiansya, V. O., Minsih, M., Negara, S. P. P. S., & Mujiono, N. S. (2024). Increasing Critical Thinking Abilities and Skills through Problem Based Learning for Elementary School Students. Buletin KKN Pendidikan, 6(1), 33-46.
  8. Atstsaury, S., Hadiyanto, H., & Supian, S. (2024). Principal’s strategy to improve teachers professional competence. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(1), 1-10.
  9. Aulia, H. R., Laeli, A. F., & Ulwiyah, S. (2023). Problem-Based Learning As A Method To Improve Senior High School Student’s Reading Comprehension In English. ELTR Journal, 7(2), 77-85.
  10. Barak, M. (2010). Motivating self-regulated learning in technology education. International Journal of Technology and Design Education, 20, 381-401.
  11. Bojović, Ž., Bojović, P. D., Vujošević, D., & Šuh, J. (2020). Education in times of crisis: Rapid transition to distance learning. Computer Applications in Engineering Education, 28(6), 1467-1489.
  12. Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615.
  13. Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active methodologies in higher education: perception and opinion as evaluated by professors and their students in the teaching-learning process. Frontiers in Psychology, 11, 1703.
  14. Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295-308.
  15. Ghani, A. S. A., Rahim, A. F. A., Yusoff, M. S. B., & Hadie, S. N. H. (2021). Effective learning behavior in problem-based learning: a scoping review. Medical science educator, 31(3), 1199-1211.
  16. Hasbi, M., & Fitri. (2023). Pre-Service Teachers with Courses in Problem-Based Learning in Mathematics. ETDC: Indonesian Journal of Research and Educational Review, 2(2), 51-60.
  17. Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231.
  18. Holbrook, J., Chowdhury, T. B. M., & Rannikmäe, M. (2022). A future trend for science education: A constructivism-humanism approach to trans-contextualisation. Education Sciences, 12(6), 413.
  19. Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Sciences, 10(8), 198.
  20. LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, 7(4), 92.
  21. Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5-6), 1106-1137.
  22. Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: a scoping review. Teaching in Higher Education, 28(8), 1993-2027.
  23. Muzaini, M., Hasbi, M., Ernawati, E., & Kristiawati, K. (2022). The Empowerment of Problem-Based Learning Models to Improve Students’ Quantitative Reasoning. Formatif: Jurnal Ilmiah Pendidikan MIPA, 12(1).
  24. Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the relationship between knowledge elements. Sustainability, 16(3), 978.
  25. Rahayuningsih, S., Hasbi, M., Mulyati, M., & Nurhusain, M. (2021). The Effect Of Self-Regulated Learning On Students’problem-Solving Abilities. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 927-939.
  26. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945.
  27. Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110.
  28. Satriani, S., Hasbi, M., & Fahirah, A. (2021). Problem-Based Learning As A Facilitator Of Students’reading Comprehension. SOKO GURU: Jurnal Ilmu Pendidikan, 1(3), 27-34.
  29. Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., ... & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), 728.
  30. Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20-44.
  31. Tseng, J. J., Cheng, Y. S., & Yeh, H. N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171-182.
  32. Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971.
  33. Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 55(2), 138-152.

Similar Articles

<< < 26 27 28 29 30 31 32 33 34 35 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
English Learning Interest High School Students Problem-Based Learning TPACK-Based