Analysis TPACK framework in ISLE-based STEM approach model: case study

This framework is essential for teachers to master in order to integrate technology properly in learning. The TPACK framework is composed of three main components: technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to the understanding of technology and its applications in learning. Pedagogical knowledge refers to the understanding of teaching and learning strategies, while content knowledge refers to the understanding of the subject matter being taught. The TPACK framework is a complex process that requires teachers to interact and intersect these three knowledge components. The Investigative Science Learning Environment (ISLE) is a learning model that helps students learn physics by engaging in processes that reflect the activity of physicists as they build and apply knowledge. The ISLE cycle involves observing, finding patterns, constructing and testing pattern plans, and using multiple representations of physical phenomena. The ISLE-based STEM approach model is a learning model that trains Pedagogical Content Knowledge (PCK) and is integrated with technology. The development of TPACK-based learning tools is essential for prospective physics teachers to master. The learning media used reflects the TPACK possessed by a prospective physics teacher. The results of the literature study show that several components of the ability to compose candidate learning tools, including planning learning activities, organizing teaching materials, making assessment instruments, and choosing technology, are still not good and need to be improved again. The ISLE-based STEM approach model is a learning model that trains PCK and is integrated with technology. This model is developed by a lecturer at the Faculty of Mathematics and Natural Sciences, Universitas Syiah Kuala. The effectiveness of STEM involves students in discussions, experiences, discoveries to increase knowledge. Learning with the STEM approach is suggested to help the success of 21st-century skills where learning through this approach is directed at encouraging students to actively explore, develop reasoning skills, and make students think critically. The development of technology-based mass-spring vibration prototypes and the development of Student Worksheets through the ISLE-based STEM model approach is a research on the development of TPACK-based learning tools. The development model used refers to the development model proposed by Plomp. The learning instrument was designed to suit the intended needs and was assessed by some teachers and validated by experts. The data analysis technique was carried out using a Likert scale. The learning instrument was considered to be valid based on the validators' judgment. The development was grounded in conclusive theory and the components developed were consistently linked to each other. Moreover, upon the validators' judgment, this learning instrument was deemed to be practical at least four out of five experts give a recommendation that the learning instrument is easy to use and the usability test showed the instrument met the relevant quality criteria. The analysis results show that the application of TPACK through the ISLE-based STEM model approach requires a complex process. This information is a step in the development and assessment of ISLE-based STEM learning media on the TPACK framework to strengthen 21st-century skills. The successful application of the ISLE-based STEM approach model in learning activities must start from increasing the TPACK ability.