Increasing Teaching Self-Efficacy Through TPACK-Based eLMA For Vocational Teacher Candidates
DOI:
https://doi.org/10.25273/.v1i2.15527Keywords:
effectiveness, eLMA, TPACK, self efficacyAbstract
The purpose of this study was to test the effectiveness of implementing the TPACK-based UNIPMA e-learning (eLMA) to increase the self-efficacy of Electrical Engineering Education students who are prospective vocational teachers. This research was conducted by conducting trials in the Learning Planning course with a pretest posttest control group design. The instrument used in measuring self-efficacy is the Teacher Sense of Self-Efficacy (TSES) questionnaire. Based on the results of data analysis using the t-test, it was found that eLMA based on TPACK had a significant effect on increasing the self-efficacy of prospective vocational teacher students. These findings indicate that TPACK-based eLMA is effective for increasing student self-efficacy in the Learning Planning course.
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