•  
  •  
 

Keywords

Blended learning, progressivism, philosophy of education, TPACK

Document Type

Article

Abstract

Blended learning research has been developed recently. Still, research has yet to examine the rationale for emerging trends and issues regarding TPACK and Blended Learning in terms of educational philosophy. This article focuses on analyzing blended learning based on TPACK (Technological Pedagogical Content Knowledge) from the perspective of the philosophy of progressivism. The educational philosophy of progressivism requires making progress consistently and applying it comprehensively, constructively, and innovatively. In progressivism philosophy, every human being also needs a change to be invariably developed and get improvement. The research method used is qualitative. This research uses library research to explore relevant concepts using various writings on blended learning and TPACK and then analyzed using the progressivism theory. This article explores the results of a literature review on blended learning, TPACK, and progressivism philosophy. A few books and articles published from 2006 to 2021 were searched using Harzing's Publish and Perish through Scopus, Google Books, and Google Scholar databases. The systematic review followed the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) guidelines. The literature review includes 44 articles and books on blended learning, TPACK, and progressivism philosophy. In this context, a conclusion can be drawn where TPACK-based Blended Learning is an innovation in education following the needs and developments of the times, which is the implementation of the philosophy of progressivism. TPACK-based blended learning results from the philosophy of progressivism, which considers education to be moving in the direction of the times. The philosophy of progressivism requires a fundamental change in the implementation of education towards a better, quality, and real benefit for students.

Page Range

44-59

Issue

1

Volume

13

Digital Object Identifier (DOI)

10.21831/jpv.v13i1.51287

Source

https://journal.uny.ac.id/index.php/jpv/article/view/51287

References

Abroto, A., Maemonah, M., & Ayu, N. P. (2021). Pengaruh metode blended learning dalam meningkatkan motivasi dan hasil belajar siswa sekolah dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(5), 1993-2000. https://doi.org/10.31004/edukatif.v3i5.703

Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. https://doi.org/10.1111/j.1365-2729.2005.00135.x

Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708

Ayasrah, S. (2022). Attitudes of teachers and outstanding students towards blended learning in light of the Covid-19 pandemic in Jordan. Pegem Journal of Education and Instruction, 12(1), 249-255. https://doi.org/10.47750/pegegog.12.01.26

Barnadib, I. (1990). Filsafat pendidikan: Pengantar mengenai sistem dan metode (1st ed.). Andi.

Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers' perceptions and experiences in using blended learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225-243. https://doi.org/10.26803/ijlter.20.6.12

Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122. https://doi.org/10.1007/s12528-013-9077-3

Bykova, T. B., Ivashchenko, M. V., Kassim, D. A., & Kovalchuk, V. I. (2021). Blended learning in the context of digitalization informatization. CTE Workshop Proceedings, 8, 247-260. https://doi.org/10.55056/cte.236

Cahapay, M. B., & Anoba, J. L. D. (2020). The readiness of teachers on blended learning transition for post COVID-19 period: An assessment using parallel mixed method. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 295-316. https://doi.org/10.20319/pijtel.2020.42.295316

Chuang, H.-H., Weng, C.-Y., & Huang, F.-C. (2015). A structure equation model among factors of teachers' technology integration practice and their TPCK. Computers & Education, 86, 182-191. https://doi.org/10.1016/j.compedu.2015.03.016

Derbel, F. (2017). Blended learning: Concept, emerging practices and future prospects. European Conference on E-Learning, 142-149. https://www.proquest.com/openview/aac78d8588df45edc1ed1beff7fa0ed6/1?pq-origsite=gscholar&cbl=1796419

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.

Driscoll, M., & Carliner, S. (2005). Advanced web-based training strategies: Unlocking instructionally sound online learning. John Wiley & Sons.

DybÃ¥, T., & Dingsøyr, T. (2008). Empirical studies of agile software development: A systematic review. Information and Software Technology, 50(9-10), 833-859. https://doi.org/10.1016/j.infsof.2008.01.006

Fadlillah, M. (2017). Aliran progresivisme dalam pendidikan di Indonesia. Jurnal Dimensi Pendidikan Dan Pembelajaran, 5(1), 17-24. https://doi.org/10.24269/dpp.v5i1.322

Faiz, A., & Kurniawaty, I. (2020). Konsep merdeka belajar pendidikan Indonesia dalam perspektif filsafat progresivisme. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 12(2), 155-164. https://doi.org/10.35457/konstruk.v12i2.973

Gera, I. G. (2020). Analisis pembelajaran e-learning dalam perspektif aliran filsafat pendidikan progresivisme. Lisyabab : Jurnal Studi Islam Dan Sosial, 1(2), 167-178. https://doi.org/10.58326/jurnallisyabab.v1i2.50

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer Publishing. http://curtbonk.com/graham_intro.pdf

Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The role of TPACK in affecting pre-service language teachers' ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25(3), 1929-1949. https://doi.org/10.1007/s10639-019-10040-2

Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570

Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), New York. Routledge. https://doi.org/10.4324/9781315771328

Hung, M., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325. https://doi.org/10.1016/j.compedu.2014.10.022

Kacetl, J., & Semradova, I. (2020). Reflection on blended learning and e-learning - case study. Procedia Computer Science, 176, 1322-1327. https://doi.org/10.1016/j.procs.2020.09.141

Kandakatla, R., Berger, E. J., Rhoads, J. F., & DeBoer, J. (2020). Student perspectives on the learning resources in an Active, Blended, and Collaborative (ABC) pedagogical environment. International Journal of Engineering Pedagogy (IJEP), 10(2), 7-31. https://doi.org/10.3991/ijep.v10i2.11606

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers' Technological Pedagogical Content Knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304

Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012

Latif, Y. (2020). Pendidikan yang berkebudayaan: Histori, konsepsi, dan aktualisasi pendidikan transformatif. Gramedia Pustaka Utama.

Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24(3), 501-518. https://doi.org/10.1007/s10758-018-9355-2

Lu, H., & Wang, Y. (2022). The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course. Computers & Education, 180, 104444. https://doi.org/10.1016/j.compedu.2022.104444

Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76-78. https://doi.org/10.1080/21532974.2019.1588611

Mudyaharjo, R. (2001). Pengantar pendidikan : sebuah studi awal tentang dasar-dasar pendidikan pada umumnya dan pendidikan di Indonesia. Raja Grafindo Persada.

Mulyani, N., & Syah, A. Z. (2014). Mobile learning sebagai teknologi sistem pembelajaran masa depan. Jurnal Teknologi Informasi Dan Komunikasi, 1(1), 26-30. https://is.its.ac.id/pubs/oajis/index.php/home/detail/1292/MOBILE-LEARNING-SEBAGAI-TEKNOLOGI-SISTEM-PEMBELAJARAN-MASA-DEPAN

Mustaghfiroh, S. (2020). Konsep €œmerdeka belajar€ perspektif aliran progresivisme John Dewey. Jurnal Studi Guru Dan Pembelajaran, 3(1), 141-147. https://doi.org/10.30605/jsgp.3.1.2020.248

Mutmainnah, M. (2020). Pemikiran progresivisme dan pemikiran eksistensialisme pada pendidikan anak usia dini (dalam pembelajaran BCCT Pamela Phelps). Gender Equality: International Journal of Child and Gender Studies, 6(1), 13-26. https://doi.org/10.22373/equality.v6i1.5918

Nanuru, R. F. (2013). Progresivisme pendidikan dan relevansinya di Indonesia. Jurnal Uniera, 2(2), 132-143. https://journal.uniera.ac.id/pdf_repository/juniera53-5i7a8ujE-4a-5FZerUL4qzKqK.pdf

Nasution, W. N. (2012). Pendidikan dalam persfektif progresivisme dan perrenialisme. Al-Khairi: Jurnal Ilmu Pengetahuan Dan Kemasyarakatan, 7, 1-19. http://repository.uinsu.ac.id/3635/1/jurnal al-khairi no. 7.pdf

Ouatiq, A., Riyami, B., Mansouri, K., & Qbadou, M. (2022). The preferences and expectation of Moroccan teachers from learning analytics dashboards in a blended learning environment: Empirical study. In Lecture Notes in Networks and Systems (Vol. 357, pp. 287-297). https://doi.org/10.1007/978-3-030-91738-8_27

Peng, R., & Fu, R. (2021). The effect of Chinese EFL students' learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61-74. https://doi.org/10.14742/ajet.6235

Prayogi, R. D., & Estetika, R. (2020). Kecakapan abad 21: Kompetensi digital pendidik masa depan. Manajemen Pendidikan, 14(2), 144-151. https://doi.org/10.23917/jmp.v14i2.9486

Rahmadi, I. F. (2019). Technological Pedagogical Content Knowledge (TPACK): Kerangka pengetahuan guru Abad 21. Jurnal Pendidikan Kewarganegaraan, 6(1), 65-74. https://doi.org/10.32493/jpkn.v6i1.y2019.p65-74

Rezky, M. P., Sutarto, J., Prihatin, T., Yulianto, A., & Haidar, I. (2019). Generasi milenial yang siap menghadapi era revolusi digital (society 5.0 dan revolusi industri 4.0) di bidang pendidikan melalui Pengembangan sumber daya manusia. Seminar Nasional Pascasarjana 2019, 1117-1125. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/424

Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. https://doi.org/10.1080/15391523.2015.1052663

Saragih, H., Hutagalung, S., Mawati, A. T., Chamidah, D., Khalik, M. F., Sahri, S., Wula, P., Purba, B., Purba, S. R. F., & Kato, I. (2021). Filsafat pendidikan. Yayasan Kita Menulis.

Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967

Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586

Shu, H., & Gu, X. (2018). Determining the differences between online and face-to-face student-group interactions in a blended learning course. The Internet and Higher Education, 39, 13-21. https://doi.org/10.1016/j.iheduc.2018.05.003

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Swallow, M. J. C., & Olofson, M. W. (2017). Contextual understandings in the TPACK framework. Journal of Research on Technology in Education, 49(3-4), 228-244. https://doi.org/10.1080/15391523.2017.1347537

Taghizadeh, M., & Hajhosseini, F. (2021). Investigating a blended learning environment: Contribution of attitude, interaction, and quality of teaching to satisfaction of graduate students of TEFL. The Asia-Pacific Education Researcher, 30(5), 459-469. https://doi.org/10.1007/s40299-020-00531-z

Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Face€to€face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397-411. https://doi.org/10.1111/jcal.12423

Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297-323. https://doi.org/10.1080/09588221.2019.1607881

Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https://doi.org/10.1080/21532974.2018.1498039

Warami, H. (2016). Bahasa dalam gerbang filsafat pendidikan: Perspektif ontologi bahasa dan budaya. Jurnal Triton Pendidikan, 1(1). https://media.neliti.com/media/publications/236326-bahasa-dalam-gerbang-filsafat-pendidikan-dc8e7ec4.pdf

Widiani, N. (2020). Progresivisme peningkatan mutu pendidikan terhadap siswa (Analisis sejarah periode pendidikan di Indonesia). PINTU: Jurnal Penjaminan Mutu, 1(1), 70-78. https://jurnal.stahnmpukuturan.ac.id/index.php/jurnalmutu/article/view/901

Youde, A. (2020). I don't need peer support: Effective tutoring in blended learning environments for part-time, adult learners. Higher Education Research & Development, 39(5), 1040-1054. https://doi.org/10.1080/07294360.2019.1704692

Yunus, H. A. (2016). Telaah aliran Pendidikan progresivisme dan esensialisme dalam perspektif filsafat pendidikan. Jurnal Cakrawala Pendas, 2(1), 29-39. https://doi.org/10.31949/jcp.v2i1.319

Yusuf, N. Z. (2015). Bahasa antara dalam pembelajaran Bahasa Melayu sebagai bahasa kedua. Universiti Putra Malaysia.

Zhang, R. (2020). Exploring blended learning experiences through the community of inquiry framework. Language Learning and Technology, 24(1), 38-53. https://doi.org/10125/44707

Share

COinS