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The Feasibility of Blended Learning TPD TPACK Program for Indonesia’s Teacher Education

Author

Listed:
  • Leni Gonadi

    (Faculty of Social Science and Humanities, Universiti Teknologi Malaysia)

  • Hasnah Binti Mohammed

    (Faculty of Social Science and Humanities, Universiti Teknologi Malaysia)

  • Norazrena Abu Samah

    (Faculty of Social Science and Humanities, Universiti Teknologi Malaysia)

Abstract

As the organizers of teacher education programs, universities in Indonesia face challenges in providing a decent Technological Pedagogical Content Knowledge (TPACK) professional program for pre-service teachers. This study aims to assess the feasibility of the Teacher Professional Development (TPD) program, combining the blended learning model and the TPACK framework for teacher education programs in Indonesia. Six experts assessed the nine stages of the blended learning TPD TPACK program as feasible and piloted on 38 pre-service teachers. Krippendorff’s Alpha measures the expert’s agreement level, and the paired sample t-test measures the program’s significance level. Krippendorff’s Alpha (α) value on the TPD effectiveness component is (α) 0.8203 with the conclusion that the agreement level is very high among the raters, as well as the TPACK framework component with an alpha (α) value of 0.7833 with the conclusion of a high agreement level among raters. The results of the t-test of paired samples have a value of sig. (2-tailed) 0.001

Suggested Citation

  • Leni Gonadi & Hasnah Binti Mohammed & Norazrena Abu Samah, 2025. "The Feasibility of Blended Learning TPD TPACK Program for Indonesia’s Teacher Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 4705-4717, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:4705-4717
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    References listed on IDEAS

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    1. Dhanya Menoth Mohan & Parmod Kumar & Faisal Mahmood & Kian Foong Wong & Abhishek Agrawal & Mohamed Elgendi & Rohit Shukla & Natania Ang & April Ching & Justin Dauwels & Alice H D Chan, 2016. "Effect of Subliminal Lexical Priming on the Subjective Perception of Images: A Machine Learning Approach," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-22, February.
    2. Hamood Albatti, 2023. "Blended Learning in English Language Teaching and Learning: A Focused Study on a Reading and Vocabulary Building Course," World Journal of English Language, Sciedu Press, vol. 13(5), pages 121-121, May.
    3. Ali Saleh Alammary, 2024. "Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success," Sustainability, MDPI, vol. 16(12), pages 1-30, June.
    4. Jeff Miller & Rolf Ulrich, 2019. "The quest for an optimal alpha," PLOS ONE, Public Library of Science, vol. 14(1), pages 1-13, January.
    5. Jacques Ginestie & Maria Antonietta Impedovo, 2020. "International Teachers Professional Developing: Blended Learning between Europe and Asia," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 114-127.
    6. Wasif Minhas & Timothy White & Georgia Daleure & Nadia Solovieva & Hisham Hanfy, 2021. "Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates," SAGE Open, , vol. 11(4), pages 21582440211, November.
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