The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level Mathematics Education

Arlina Yuza, Jamaris, Sufyarma Marsidin, Gustiayu Harun

2022

Abstract

This study aims to describe the utilization of Technological Pedagogical Content Knowledge (TPACK) as an appropriate strategy for examining the implementation of constructivist pedagogy in the context of mathematics education at the primary school level. The present study employs a qualitative research design, specifically a phenomenological approach. The study was carried out at SD Negeri 25 Lubuh Lintah. The data collection techniques employed in this study include observation, interviews, and documentation. The teacher must facilitate a pedagogical approach allowing students to discover and understand basic concepts independently. Learning is still dominated by the teacher, who primarily provides notes. Students only copy notes written on the whiteboard by the teacher. It affects the stimulation of their minds, which is less productive. The findings of the analysis on applying constructivist ideas in mathematics in primary education indicate that the learning activities being implemented do not follow the basic principles of constructivist pedagogy. Implementing technology pedagogical and content knowledge (TPACK) models for teachers or educators is the best way to overcome the learning challenges teachers and students confront.

Paper Citation

in Harvard Style

Yuza A., Jamaris., Marsidin S. and Harun G. (2022). The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level Mathematics Education. In Proceedings of the 4th International Conference on Innovation in Education - Volume 1: ICoIE 4; ISBN 978-989-758-669-9, SciTePress, pages 292-298. DOI: 10.5220/0012199900003738

in Bibtex Style

@conference{icoie 422,
author={Arlina Yuza and Jamaris and Sufyarma Marsidin and Gustiayu Harun},
title={The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level Mathematics Education},
booktitle={Proceedings of the 4th International Conference on Innovation in Education - Volume 1: ICoIE 4},
year={2022},
pages={292-298},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0012199900003738},
isbn={978-989-758-669-9},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 4th International Conference on Innovation in Education - Volume 1: ICoIE 4
TI - The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level Mathematics Education
SN - 978-989-758-669-9
AU - Yuza A.
AU - Jamaris.
AU - Marsidin S.
AU - Harun G.
PY - 2022
SP - 292
EP - 298
DO - 10.5220/0012199900003738
PB - SciTePress