The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers
Abstract
This study aims to investigate the effectiveness of implementing the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) practicum model in improving the self-efficacy and research skills of prospective biology teachers. This study employs a quasi-experimental design with a pretest-posttest control group. Research data were collected using tests and non-tests. Test data were used to collect research skills data. Self-efficacy data were collected using questionnaires. Research data were analyzed using qualitative and quantitative techniques, as well as effect-size analysis, to analyze the effectiveness of the treatment given to the tested variables. The results of the study found that the TPASK-C practicum model made a significant contribution to the formation of self-efficacy and research skills in prospective biology teacher students. The results of the t-test on the achievement of self-efficacy and research skills showed a sig. α <0.005, which indicated a significant difference between the two classes tested. Effect size testing showed Cohen's d values (1.338 and 1.469), indicating that TPASK-C is effective in equipping students with self-efficacy and research skills. The results of this study are expected to be an alternative practicum model that can be widely applied in teacher training institutions (LPTK) to facilitate efforts to improve self-efficacy and research skills in prospective biology teacher students in Indonesia.
References
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Alghamdi, H., & Altalhab, S. (2024). Saudi Undergraduate Students’ Perceptions of Using Technology to Develop Research Skills. International Journal of Education & Literacy Studies, 12(4), 276–287. https://doi.org/http://dx.doi.org/10.7575/aiac.ijels.v.12n.4p.276
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Aydın, S., & Boz, Y. (2010). The nature of pre‐service science teachers’ metacognitive knowledge about the nature of science. Chemistry Education Research and Practice, 11(1), 65–74. https://doi.org/10.1039/C005353F
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H Freeman and Company New York.
Basileo, L. D., Otto, B., Lyons, M., Vannini, N., & Toth, M. D. (2024). The role of self-efficacy, motivation, and perceived support of students’ basic psychological needs in academic achievement. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1385442
Brígido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200–217. https://doi.org/10.1080/02619768.2012.686993
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499. https://doi.org/10.1002/tea.20131
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31–51.
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y
Code, J. (2020). Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation. Frontiers in Education, 5(February), 1–15. https://doi.org/10.3389/feduc.2020.00019
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Fraenkel, J. R., & Wallen, N. E. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, Inc.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Iaochite, R. T., & Da Costa Filho, R. A. (2016). Teacher efficacy beliefs during the practicum experiences in physical education classes. Motriz. Revista de Educacao Fisica, 22(3), 183–189. https://doi.org/10.1590/S1980-6574201600030009
Jenssen, E. S., & Haara, F. O. (2024). High-quality practicum–according to teacher education students on their practicum at partnership schools. European Journal of Teacher Education, 47(5), 876–894. https://doi.org/10.1080/02619768.2024.2370892
Koehler, M. J., Mishra, P., & Cain, W. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303
Lederman, N. G. N. G., & Lederman, J. S. (2004). Revising Instruction Teach Nature of Science. The Science Teacher. https://www.nsta.org/journals/science-teacher/science-teacher-november-2004/revising-instruction-teach-nature-science
Loveys, B. R., Kaiser, B. N., McDonald, G., Kravchuk, O., Gilliham, M., Tyerman, S., & Able, A. J. (2014). The development of student research skills in second year plant biology. International Journal of Innovation in Science and Mathematics Education, 22(3), 15–25. https://openjournals.library.sydney.edu.au/CAL/article/view/8257
Maddux, J. E. (2002). Self-efficacy: The power of believing you can. In The Oxford Handbook of Positive Psychology (pp. 443–452). https://doi.org/10.1093/oxfordhb/9780199396511.013.26
Menon, D., & Sadler, T. D. (2016). Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge. Journal of Science Teacher Education, 27(6), 649–673. https://doi.org/10.1007/s10972-016-9479-y
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Mugot, M. P., & Fajardo, M. T. M. (2021). Technological, Pedagogical, and Science Knowledge (TPASK) of Public School Science Teachers. Science International (Lahore), 3(33), 263–269.
Nacaroğlu, O., & Göktaş, O. (2024). The Effect of Technology Supported Guided Inquiry Environmental Education on Preservice Science Teachers’ Attitudes Towards Sustainable Environment, Environmental Education Self-Efficacy and Digital Literacy. Journal of Science Education and Technology, 34(2), 298–313. https://doi.org/10.1007/s10956-024-10188-8
Rochintaniawati, D., Riandi, R., Kestianty, J., Kindy, N., & Rukayadi, Y. (2019). The analysis of biology teachers’ technological pedagogical content knowledge development in lesson study in West Java Indonesia. Jurnal Pendidikan IPA Indonesia, 8(2), 201–210. https://doi.org/10.15294/jpii.v8i2.19303
Troesch, L. M., Winkler, A., & Bauer, C. E. (2023). Practicum experience: the role of practicum demands and resources in first and second career preservice teachers. European Journal of Teacher Education, 47(5), 1–18. https://doi.org/10.1080/02619768.2023.2175662
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre-service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502. https://doi.org/10.1111/jcal.12353
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039
Wibowo, Y., Kurniawati, A., & Handziko, R. C. (2019). Competency of pre-service biology teachers on the academic and pedagogical aspects. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012059
Widowati, A., Atun, S., Suryadarma, I. G. P., Wiyarsi, A., Setuju, & Raduan, N. A. (2020). Innovative education program for science preservice teachers: Technological, pedagogical, and science knowledge-Contextual (TPACK-C) approach. International Journal of Innovation, Creativity and Change, 12(11), 83–93.
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research and Development, 26(4), 393–409. https://doi.org/10.1080/07294360701658609
Al-Awidi, H. M., & Alghazo, I. M. (2012). The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, 60(5), 923–941. https://doi.org/10.1007/s11423-012-9239-4
Alghamdi, H., & Altalhab, S. (2024). Saudi Undergraduate Students’ Perceptions of Using Technology to Develop Research Skills. International Journal of Education & Literacy Studies, 12(4), 276–287. https://doi.org/http://dx.doi.org/10.7575/aiac.ijels.v.12n.4p.276
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers and Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009
Aripin, I., Hidayat, T., Rustaman, N. Y., & Riandi, R. (2021). Prospective biology teachers’ research skills. Journal of Physics: Conference Series, 1806(1), 1–6. https://doi.org/10.1088/1742-6596/1806/1/012170
Aydın, S., & Boz, Y. (2010). The nature of pre‐service science teachers’ metacognitive knowledge about the nature of science. Chemistry Education Research and Practice, 11(1), 65–74. https://doi.org/10.1039/C005353F
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H Freeman and Company New York.
Basileo, L. D., Otto, B., Lyons, M., Vannini, N., & Toth, M. D. (2024). The role of self-efficacy, motivation, and perceived support of students’ basic psychological needs in academic achievement. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1385442
Brígido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200–217. https://doi.org/10.1080/02619768.2012.686993
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499. https://doi.org/10.1002/tea.20131
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31–51.
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y
Code, J. (2020). Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation. Frontiers in Education, 5(February), 1–15. https://doi.org/10.3389/feduc.2020.00019
Cohen, J. (1992). Statistical Power Analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning? In Contributions from Science Education Research (Vol. 5, Issue September, pp. 1–23). https://doi.org/10.1007/978-3-319-91406-0_1
Ertmer, P. A., Leftwich, A. O., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. International handbook of research on teachers’ beliefs. Handbook of Research on Teachers’ Belief, January, 403–419. https://www.researchgate.net/publication/294736258_Teacher_Beliefs_and_Uses_of_Technology_to_Support_21st_Century_Teaching_and_Learning
Fraenkel, J. R., & Wallen, N. E. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, Inc.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Iaochite, R. T., & Da Costa Filho, R. A. (2016). Teacher efficacy beliefs during the practicum experiences in physical education classes. Motriz. Revista de Educacao Fisica, 22(3), 183–189. https://doi.org/10.1590/S1980-6574201600030009
Jenssen, E. S., & Haara, F. O. (2024). High-quality practicum–according to teacher education students on their practicum at partnership schools. European Journal of Teacher Education, 47(5), 876–894. https://doi.org/10.1080/02619768.2024.2370892
Koehler, M. J., Mishra, P., & Cain, W. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303
Lederman, N. G. N. G., & Lederman, J. S. (2004). Revising Instruction Teach Nature of Science. The Science Teacher. https://www.nsta.org/journals/science-teacher/science-teacher-november-2004/revising-instruction-teach-nature-science
Loveys, B. R., Kaiser, B. N., McDonald, G., Kravchuk, O., Gilliham, M., Tyerman, S., & Able, A. J. (2014). The development of student research skills in second year plant biology. International Journal of Innovation in Science and Mathematics Education, 22(3), 15–25. https://openjournals.library.sydney.edu.au/CAL/article/view/8257
Maddux, J. E. (2002). Self-efficacy: The power of believing you can. In The Oxford Handbook of Positive Psychology (pp. 443–452). https://doi.org/10.1093/oxfordhb/9780199396511.013.26
Menon, D., & Sadler, T. D. (2016). Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge. Journal of Science Teacher Education, 27(6), 649–673. https://doi.org/10.1007/s10972-016-9479-y
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Mugot, M. P., & Fajardo, M. T. M. (2021). Technological, Pedagogical, and Science Knowledge (TPASK) of Public School Science Teachers. Science International (Lahore), 3(33), 263–269.
Nacaroğlu, O., & Göktaş, O. (2024). The Effect of Technology Supported Guided Inquiry Environmental Education on Preservice Science Teachers’ Attitudes Towards Sustainable Environment, Environmental Education Self-Efficacy and Digital Literacy. Journal of Science Education and Technology, 34(2), 298–313. https://doi.org/10.1007/s10956-024-10188-8
Rochintaniawati, D., Riandi, R., Kestianty, J., Kindy, N., & Rukayadi, Y. (2019). The analysis of biology teachers’ technological pedagogical content knowledge development in lesson study in West Java Indonesia. Jurnal Pendidikan IPA Indonesia, 8(2), 201–210. https://doi.org/10.15294/jpii.v8i2.19303
Troesch, L. M., Winkler, A., & Bauer, C. E. (2023). Practicum experience: the role of practicum demands and resources in first and second career preservice teachers. European Journal of Teacher Education, 47(5), 1–18. https://doi.org/10.1080/02619768.2023.2175662
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre-service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502. https://doi.org/10.1111/jcal.12353
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039
Wibowo, Y., Kurniawati, A., & Handziko, R. C. (2019). Competency of pre-service biology teachers on the academic and pedagogical aspects. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012059
Widowati, A., Atun, S., Suryadarma, I. G. P., Wiyarsi, A., Setuju, & Raduan, N. A. (2020). Innovative education program for science preservice teachers: Technological, pedagogical, and science knowledge-Contextual (TPACK-C) approach. International Journal of Innovation, Creativity and Change, 12(11), 83–93.
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research and Development, 26(4), 393–409. https://doi.org/10.1080/07294360701658609
Authors
Maknun, D., Muzakki, J. A., & Aripin, I. (2025). The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers. Journal of Environment and Sustainability Education, 3(3), 444–453. https://doi.org/10.62672/joease.v3i3.135
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