@article{Adiarto2017,
abstract = {The purpose of this study is to identify the influence of meta-cogenesis learning through an inquiry method in order to increase the understanding of Social Science Education concepts and critical thinking skills of students. This study employed a quantitative approach with quasi experiment method and Pretest Control Group design. The population of this study was the students in class VII at SMPN 2 Menes. With respect to the sample of this study, the class VII B was used as the experimental class by applying metacognition learning through an inquiry method and the Class VII A as the control class that applied a problem-based learning method. The research instrument was a multiple choice form test used to understand the Social Science Education concepts and essay form tests used to measure critical thinking skills, observation sheets and interviews. The data of those aforementioned test results was analyzed quantitatively to measure the means difference between the two sample classes. The results of this study showed (1) there was a difference between the pretest and posttest results on the understanding of Social Science Education concepts and critical thinking skills in the experiment and control classes, (2) there was no significant difference of influences between experiment and control classes in improving the understanding of Social Science Education concepts and critical thinking skills.},
author = {Adiarto, Ato},
doi = {10.17509/jpis.v26i1.6931},
issn = {2540-7694},
journal = {Jurnal Pendidikan Ilmu Sosial},
month = {jun},
number = {1},
pages = {8},
title = {{Metacognition Learning Influences Through an Inquiry Method on Understanding Improvement of Social Science Education Concepts and Critical Thinking Skills of Students (A Study of Quasi Experiment in Class VII At SMP Negeri 2 Menes - Pandeglang)}},
url = {http://ejournal.upi.edu/index.php/jpis/article/view/6931},
volume = {26},
year = {2017}
}
@book{Murphey1973,
address = {Chicago},
author = {Murphey, R},
publisher = {Rand McNally},
title = {{The Scope of Geography}},
year = {1973}
}
@article{Gunawardena2013,
author = {Gunawardena, Charlotte Nirmalani and McIsaac, Marina Stock and McIsaac, Marina Stock},
doi = {10.4324/9781410609519-22},
month = {jan},
pages = {361--401},
publisher = {Routledge},
title = {{Distance Education}},
year = {2013}
}
@article{RediscoveringGeographyCommittee1997,
author = {{Rediscovering Geography Committee}},
title = {{Rediscovering geography: New relevance for science and society}},
year = {1997}
}
@article{Koehler2013,
abstract = {This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.},
author = {Koehler, Matthew J. and Mishra, Punya and Cain, William},
doi = {10.1177/002205741319300303},
issn = {0022-0574},
journal = {Journal of Education},
month = {oct},
number = {3},
pages = {13--19},
publisher = {SAGE Publications},
title = {{What is Technological Pedagogical Content Knowledge (TPACK)?}},
volume = {193},
year = {2013}
}
@article{Chai2013,
author = {Chai, C S and Koh, J H L},
journal = {JSTOR},
title = {{A review of technological pedagogical content knowledge}},
url = {https://www.jstor.org/stable/pdf/jeductechsoci.16.2.31.pdf},
year = {2013}
}
@book{Herring2016,
address = {New York},
author = {Herring, M C and Koehler, Matthew J and Mishra, Punya},
booktitle = {TechTrends},
doi = {10.1007/s11528-017-0176-2},
issn = {87563894},
number = {4},
publisher = {Routledge},
title = {{Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. (2nd edition)}},
volume = {61},
year = {2016}
}
@article{Hewitt2008,
author = {Hewitt, Jim},
doi = {10.1080/14926150802506274},
issn = {19424051},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
number = {4},
pages = {355--360},
title = {{Reviewing the handbook of technological pedagogical content knowledge (TPCK) for educators}},
volume = {8},
year = {2008}
}
@article{Shulman1986,
author = {Shulman, Lee S.},
doi = {10.3102/0013189X015002004},
issn = {1935102x},
journal = {Educational Researcher},
number = {2},
pages = {4--14},
title = {{Those Who Understand: Knowledge Growth in Teaching}},
volume = {15},
year = {1986}
}
@article{Koehler2006,
abstract = {Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of ''pedagogical content knowledge'' and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work. The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.-Sir William Henry Bragg The advent of digital technology has dramatically changed routines and practices in most arenas of human work. Advocates of technology in education often envisage similar dramatic changes in the process of teaching},
author = {Koehler, Matthew J and Mishra, Punya},
file = {:C$\backslash$:/Users/PPI31/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Koehler - 2006 - Technological Pedagogical Content Knowledge A Framework for Teacher Knowledge PUNYA MISHRA.pdf:pdf},
issn = {0161-4681},
journal = {Teachers College Record},
number = {6},
pages = {1017--1054},
title = {{Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge}},
volume = {108},
year = {2006}
}
@article{Cox2009,
author = {Cox, S and Graham, C R},
journal = {TechTrends},
title = {{Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge}},
year = {2009}
}
@article{Nursaban2012,
author = {Nursa'ban, M and Suparmini, S S},
journal = {SOCIA: Jurnal Ilmu-Ilmu},
title = {{Evaluasi Kompetensi Pedagogik Guru Geografi SMA di Kabupaten Bantul}},
url = {https://journal.uny.ac.id/index.php/sosia/article/view/3607},
year = {2012}
}
@article{Benesova2017,
abstract = {The vision of Industry 4.0 will be bring not only new approaches but also the methodologies and technologies, which will have to be introduced into companies. The transition to such a sophisticated production will not be possible immediately. The main reasons are high financial costs and the lack of qualified employees. This article deals with identification of job roles in the companies.},
author = {Bene{\v{s}}ov{\'{a}}, Andrea and Tupa, Jiř{\'{i}}},
doi = {10.1016/j.promfg.2017.07.366},
file = {:C$\backslash$:/Users/PPI31/Downloads/1-s2.0-S2351978917305747-main.pdf:pdf},
issn = {23519789},
journal = {Procedia Manufacturing},
keywords = {Education 4.0,Human Resources Management,Industry 4.0,Qualification,Smart Factory},
number = {June},
pages = {2195--2202},
title = {{Requirements for Education and Qualification of People in Industry 4.0}},
volume = {11},
year = {2017}
}
@article{Syukur2014,
abstract = {This study aims to: 1) investigate perception of teachers of elementary school, junior secondary school, senior secondary school, and vocational school toward the teachers professionalism in implementing Information and Communication Technology to improve the quality of learning; 2) investigate opinion of students in the teachers professionalism in elementary school, junior high school, senior high school and vocational school toward the teachers professionalism in implementing Information and Communication Technology; 3) investigate are the things that are still a constraint of teachers in implementing Information and Communication Technology to improve the quality of learning. The population is all teachers in elementary school, junior high school, senior high school and vocational school in Nganjuk District which sample taken by simple random sampling. Data collection techniques used questionnaire by the Likert scale. The results of this study indicate that: 1) teachers of elementary school, junior high school, senior high school and vocational school majority (52.75{\%}) stated that they rarely use the laptop for teaching learning process; 2) student of elementary school,},
author = {Syukur, Imam Abdul},
journal = {Jurnal Pendidikan dan Kebudayaan},
number = {2},
title = {{Teacher Professionalism In Implementing Information And Communication Technology In Nganjuk District}},
volume = {20},
year = {2014}
}
@article{Archambault2010,
abstract = {This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate. {\textcopyright} 2010 Elsevier Ltd. All rights reserved.},
author = {Archambault, Leanna M. and Barnett, Joshua H.},
doi = {10.1016/j.compedu.2010.07.009},
file = {:C$\backslash$:/Users/PPI31/Downloads/Revisiting{\_}technological{\_}pedagogical{\_}con.pdf:pdf},
issn = {03601315},
journal = {Computers and Education},
keywords = {Factor analysis,Online learning,TPACK,Technological pedagogical content knowledge,Technology framework},
number = {4},
pages = {1656--1662},
title = {{Revisiting technological pedagogical content knowledge: Exploring the TPACK framework}},
volume = {55},
year = {2010}
}
@article{Harris2009,
abstract = {In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers' knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types, ” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers' and teacher educators' technology integration efforts. {\textcopyright} 2009 Taylor {\&} Francis Group, LLC. All rights reserved.},
author = {Harris, Judith and Mishra, Punya and Koehler, Matthew},
doi = {10.1080/15391523.2009.10782536},
file = {:C$\backslash$:/Users/PPI31/Downloads/EJ844273.pdf:pdf},
issn = {19450818},
journal = {Journal of Research on Technology in Education},
keywords = {Learning activity types,TPACK,TPCK,Technological pedagogical content knowledge,Technology integration},
number = {4},
pages = {393--416},
title = {{Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration refrained}},
volume = {41},
year = {2009}
}
@book{Nix2012,
abstract = {Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.},
author = {Nix, Don and Spiro, Rand},
booktitle = {Cognition, Education, and Multimedia: Exploring Ideas in High Technology},
doi = {10.4324/9780203052174},
isbn = {9781136461491},
month = {oct},
pages = {1--228},
publisher = {Taylor and Francis},
title = {{Cognition, education, and multimedia: Exploring ideas in high technology}},
year = {2012}
}
@article{Spiro2012,
author = {Spiro, Rand J},
doi = {10.4324/9780203052174-11},
pages = {177--220},
publisher = {Routledge},
title = {{Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversal of Complex Subject Matter}},
year = {2012}
}