Development and Validation of an ICT-Based TPACK Test for Pre-Service Science Teachers Toward Objective and Scalable Assessment /
This research aims to develop a valid, reliable, and practical Technological Pedagogical Content Knowledge (TPACK) test instrument based on Information and Communication Technology (ICT) to objectively assess the competence of pre-service science teachers in integrating technology, pedagogy, and con...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2025
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| Sorozat: | JOURNAL OF PHYSICS-CONFERENCE SERIES
3148 No. 1 |
| Tárgyszavak: | |
| doi: | 10.1088/1742-6596/3148/1/012014 |
| mtmt: | 36933861 |
| Online Access: | http://publicatio.bibl.u-szeged.hu/40169 |
| Tartalmi kivonat: | This research aims to develop a valid, reliable, and practical Technological Pedagogical Content Knowledge (TPACK) test instrument based on Information and Communication Technology (ICT) to objectively assess the competence of pre-service science teachers in integrating technology, pedagogy, and content. The development process employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). In the analysis stage, a needs assessment was conducted through literature review and interviews with academic leaders from science education departments. The instrument was designed to include 68 multiple-choice questions, covering all seven components of the TPACK framework. Content validation involving five experts yielded an Aiken’s V index ≥ 0.87, with an overall score of 0.93, indicating high validity. The instrument was tested with 241 pre-service science teachers from four major LPTK (teacher training institutions): UNNES, UPI, UNY, and UM. The test’s reliability, measured using KR-20 and Rasch analysis, was found to be high, with item difficulty distributed evenly and effectively distinguishing between respondents’ levels of ability. The use of ICT allows the test to be implemented online, thus overcoming geographical barriers often faced in archipelagic countries like Indonesia. This research contributes a new, scalable model of assessment that supports both the enhancement of science teacher education and the innovation of evaluation tools in the digital era. |
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| Terjedelem/Fizikai jellemzők: | 11 |
| ISSN: | 1742-6588 |