Developing a TPACK-based e-module for first order differential equations to enhance the pedagogical competence of pre-service mathematics teachers
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Abstract
Efforts to strengthen the professional competence of future mathematics teachers call for the development of instructional materials that effectively integrate technology. This study aims to develop an e-module based on Technological Pedagogical and Content Knowledge (TPACK) for differential equations that are valid and effective in improving the pedagogical competence of pre-service mathematics teachers. This study employed Design-Based Research (DBR) using the Plomp development model, comprising three phases: the preliminary phase, the prototyping phase, and the assessment phase. The study subjects were students of the Mathematics Education study program from two universities in Banten, namely Universitas Mathla’ul Anwar and Universitas La Tansa Mashiro. The research instruments included misconception tests, validation sheets, observations, interviews, and e-module effectiveness questionnaires. The results showed that students still experienced misconceptions in the conceptual, procedural, and computational aspects of solving differential equations. The developed TPACK-based e-module achieved an average validation percentage of 83.3% across the material, language, and media aspects, indicating high validity. The field trial showed an increase in student understanding, with an average N-Gain of 0.4–0.5 (moderate) and an effectiveness rate of 88.61%. These results indicate that implementing the TPACK-based e-module not only improves students’ conceptual and procedural understanding but also effectively reduces misconceptions and strengthens pre-service mathematics teachers' pedagogical competence in integrating technology, pedagogy, and content synergistically.
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