The Trend of Technology Pedagogical Content Knowledge (TPACK) Research in 2012-2022: Contribution to Science Learning of 21st Century

The use of TPACK in 21st Century Science learning can facilitate teachers and students to be more active in learning and make it easier for students to have the expected 21st-century competencies. This study aims to identify and analyze TPACK research trends in 21st-century science learning in the form of TPACK documents, classification of journal rankings, classification of authors and their country of origin, and classification of keywords. This research is qualitative research. The data used in this study were obtained from documents indexed by Google Scholar from 2012-2022 using Publish or Perish and dimension.ai. Research procedures using PRISMA guidelines. Methods of data analysis using bibliometric analysis assisted by VOSviewer software. The results of the analysis show that the trend of writing TPACK articles in 21st Century Science learning has increased significantly from 2016 to 2020. Most journals that contain articles about TPACK in 21st Century Science learning are Educational and Information Technologies and Computers & Education. The results of the density mapping analysis show that the themes that are rarely researched are ICT investigation, curriculum, effectiveness, teacher knowledge, foreign language, teacher education, and TPACK instrument.  &nbsp

The effect of external factors moderated by digital literacy on the actual use of e-learning during the Covid-19 pandemic in Islamic universities in Indonesia

The future of education is increasingly worrying due to the impact of the Covid-19 pandemic since the end of 2019. Restrictions on community activities and campus closures have forced university administrators to use e-learning. On the other hand, online learning has encountered many obstacles. Barriers to the use of e-learning are thought to stem from external problems (online facilities and infrastructure) or educators and students (internal factors), such as lack of literacy, low absorption, level of understanding, and other non-technical factors. This study aims to examine further the influence of external factors and digital literacy and the moderating effect of digital literacy with external factors (System Design, User Friendly, Devices, Internet, Electricity) on the actual use of campus e-learning at Islamic universities. This study found that: External factor variables have a significant positive effect on the actual use of e-learning. The digital literacy variable has a significant positive effect on the actual use of e-learning. The digital literacy variable weakens the influence of external factors on the actual use of e-learning at Islamic universities in Indonesia

Bukti Proses Review: Enhancing Student Leadership Skills through Project-Based Learning in the Postgraduate Research Experience

Project-based learning (PjBL) is one of the learning models recognized by education experts as an effective method of achieving learning objectives in developing process skills; however, few studies have examined its potential for fostering leadership skills. This study aims to investigate postgraduate teacher students' experiences with project-based learning as a means of developing students leadership skills. The research involved 24 postgraduate students and utilized a qualitative approach to data collection and analysis. The findings reveal that while some aspects of project-based learning were perceived as straightforward, other steps were deemed challenging, particularly those that involved higher order thinking skill and emotional consideration. However, the process of interaction and communication during the learning process appears to be a critical factor in the development of leadership skills. These results suggest that further research is needed to explore the potential of project-based learning for developing postgraduate student leadership and to identify effective strategies for implementing this approach. Overall, this study highlights the importance of integrating leadership development into educational curricula and the need for ongoing professional development for teachers to effectively facilitate leadership skill development

A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST)

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students