Effectiveness of Online Learning with the Web-based TPACK Scaffolding for Enhancement TPACK Ability of Pre-service Chemistry Teachers

Abstract

This study investigates the effectiveness of web-based TPACK scaffolding to enhance the TPACK ability of pre-service chemistry teachers through online learning. Participants in this study were 74 pre-service chemistry teachers in Chemistry Education program who took a chemistry learning planning course. This study used the quantitative research method approach. The experimental study with pre-and post-test design examined the more significant increase in TPACK ability between the experimental and control classes. The research instrument consisted of 20 multiple-choice questions containing the TPACK components. Analysis of pre-and post-test data used the stacking and racking method in the Rasch model. The stacking analysis result indicated that the pre-service chemistry teachers' ability increased from pre-test to post-test. The racking analysis result indicated that the pre-service chemistry teachers could answer TPACK items easier in the post-test conditions after being given intervention. The various types of scaffolding available in web-based TPACK online learning effectively support pre-service chemistry teacher TPACK ability enhancement. Online learning with web-based TPACK scaffolding is advisable to develop pre-service chemistry teachers' TPACK to prepare them better to use various types of technology in classroom learning.