Integrasi Wayground dalam Pembelajaran Digital: Analisis Tpack dan Keterlibatan Siswa di SMP Bukit Asam Tanjung Enim

Muhammad Iqbal Latansa; Dwi Noviani

doi:10.30640/dewantara.v5i3.7380

Authors

Muhammad Iqbal Latansa Universitas Al-Qur'an Ittifaqiah Indralaya
Dwi Noviani Universitas Al-Qur'an Ittifaqiah Indralaya

DOI:

https://doi.org/10.30640/dewantara.v5i3.7380

Keywords:

Digital Learning Integration, Islamic Religious Education, Student Engagement, Technological Pedagogical Content Knowledge (TPACK), Wayground

Abstract

Research on technology integration in education has generally focused on technology adoption, teacher readiness, or the effectiveness of digital platforms, while studies examining the quality of pedagogical integration in schools that have reached the post-adoption digital stage remain limited. This study aims to analyze the integration of Wayground in Islamic Religious Education learning at SMP Bukit Asam Tanjung Enim based on the Technological Pedagogical Content Knowledge (TPACK) framework, student engagement, and the utilization of learning outcome data. This research employed a qualitative approach with a case study design. Data were collected through observations, semi-structured interviews, and documentation studies, and were analyzed using an interactive analysis model. The findings indicate that teachers have demonstrated strong Technological Knowledge and utilize Wayground as a tool for learning engagement, formative assessment, feedback provision, and real-time monitoring of student learning outcomes. The use of Wayground enhances students’ behavioral engagement and emotional engagement; however, cognitive engagement remains suboptimal due to variations in the quality of pedagogical integration, the design of higher-order thinking skills (HOTS)-based assessments, and the utilization of learning data among teachers. This study concludes that in digitally mature schools, the primary challenge is no longer technological mastery, but rather teachers’ ability to integrate technology, pedagogy, and content reflectively while utilizing learning data as a basis for pedagogical decision-making. These findings extend the application of the TPACK framework in the context of post-adoption digital schools by emphasizing that the quality of pedagogical integration is a key determinant of successful digital learning implementation.

References

Balalle, H. (2024). Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review. Social Sciences & Humanities Open, 9, 100870. https://doi.org/10.1016/j.ssaho.2024.100870

Bergdahl, N., Bond, M., Sjöberg, J., Dougherty, M., & Oxley, E. (2024). Unpacking student engagement in higher education learning analytics: A systematic review. International Journal of Educational Technology in Higher Education, 21, Article 63. https://doi.org/10.1186/s41239-024-00493-y

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81–100). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Granić, A. (2022). Educational technology adoption: A systematic review. Education and Information Technologies, 27(7), 9725–9744. https://doi.org/10.1007/s10639-022-10951-7

Hase, A., & Kuhl, P. (2024). Teachers’ use of data from digital learning platforms for instructional design: A systematic review. Educational Technology Research and Development, 72(4), 1925–1945. https://doi.org/10.1007/s11423-024-10356-y

Jiménez Sierra, Á. A., Ortega Iglesias, J. M., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review. Frontiers in Education, 8, Article 1078913. https://doi.org/10.3389/feduc.2023.1078913

Kannan, P., & Zapata-Rivera, D. (2022). Facilitating the use of data from multiple sources for formative learning in the context of digital assessments: Informing the design and development of learning analytic dashboards. Frontiers in Education, 7, Article 913594. https://doi.org/10.3389/feduc.2022.913594

Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10, Article 10. https://doi.org/10.1186/s40561-023-00227-z

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13–19.

Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796. https://doi.org/10.1007/s11423-023-10337-7

Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Msafiri, M. M., Kangwa, D., & Cai, L. (2023). A systematic literature review of ICT integration in secondary education: What works, what does not, and what next? Discover Education, 2, Article 44. https://doi.org/10.1007/s44217-023-00070-x

Organisation for Economic Co-operation and Development. (2020). Education responses to COVID-19: Embracing digital learning and online collaboration. OECD Publishing.

Organisation for Economic Co-operation and Development. (2023). Digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing.

Organisation for Economic Co-operation and Development. (2023). Shaping digital education: Enabling factors for quality, equity and efficiency. OECD Publishing. https://doi.org/10.1787/bac4dc9f-en

Patton, M. Q. (2022). Qualitative research & evaluation methods (5th ed.). SAGE Publications.

Paulsen, L., & Lindsay, E. (2024). Learning analytics dashboards are increasingly becoming about learning and not just analytics: A systematic review. Education and Information Technologies, 29(11), 14279–14308. https://doi.org/10.1007/s10639-023-12401-4

Saar, M., Rodríguez-Triana, M. J., & Prieto Santos, L. P. (2022). Towards data-informed teaching practice. Journal of Learning Analytics, 9(3), 88–103. https://doi.org/10.18608/jla.2022.7505

Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, Article 105024. https://doi.org/10.1016/j.compedu.2024.105024

Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Academic.

Sofwan, M., Habibi, A., & Yaakob, M. F. M. (2023). TPACK’s roles in predicting technology integration during teaching practicum: Structural equation modeling. Education Sciences, 13(5), Article 448. https://doi.org/10.3390/educsci13050448

UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO.

Valtonen, T., Eriksson, M., Kärkkäinen, S., Tahvanainen, V., Turunen, A., Vartiainen, H., Kukkonen, J., & Sointu, E. (2023). Emerging imbalance in the development of TPACK: A challenge for teacher training. Education and Information Technologies, 28(5), 5363–5383. https://doi.org/10.1007/s10639-022-11426-5

Wyatt‐Smith, C., Adie, L., & Harris, L. (2024). Supporting teacher judgement and decision-making: Using focused analysis to help teachers see students, learning, and quality in assessment data. British Educational Research Journal, 50(3), 1420–1448. https://doi.org/10.1002/berj.3984

Xiao, Y., & Hew, K. F. (2024). Personalised gamification enhances student participation but produces mixed effects on emotional and cognitive engagements: A systematic review. Interactive Learning Environments, 32(10), 7014–7040. https://doi.org/10.1080/10494820.2023.2299977

Zhang, H., Ge, S., & Mohd Saad, M. R. (2024). Formative assessment in K-12 English as a foreign language education: A systematic review. Heliyon, 10(10), Article e31367. https://doi.org/10.1016/j.heliyon.2024.e31367

Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217–6239. https://doi.org/10.1007/s10639-023-12034-7