Peran Pembelajaran Multicultural Techno-Contextual Learning Dalam Meningkatkan Kompetensi Pedagogi Digital Calon Guru Fisika
Abstract
Perkembangan teknologi abad 21 berkembang sangat pesat. Hal ini membuat teknologi berperan pada setiap bidang terutama dalam bidang pendidikan. Model Multicultural Techno Contextual Learning dalam meningkatkan kompetensi pedagogi digital calon guru fisika. Model M-Tech menggabungkan tiga aspek penting pendidikan yaitu multikultural, teknologi dan pendekatan konstektual. Penggabungan aspek tersebut diharapkan mampu memperkuat kemampuan calon guru fisika dalam merancang pembelajaran berbasis digital yang adaptif dan inklusif. Penelitian ini menggunakan metode kuantitatif dengan desain pre-experimental one group pretest-posttest design yang melibatkan 150 mahasiswa calon guru fisika Universitas Negeri Surabaya. Data dikumpulkan melalui angket respon yang terdiri dari lima indikator utama. Hasil uji normalitas dan homogenitas menunjukkan data yang cukup normal dan homogen sehingga memenuhi asumsi analisis parametrik. Nilai N-Gain yang didapatkan menunujukkan peningkatan kompetensi pedagogi digital yang rendah hingga sedang. Sedangkan pada nilai effect size menunjukkan pengaruh yang cukup kuat terhadap peningkatan kompetensi pedagigi digital calon guru fisika. Temuan ini menunjukkan adanya pengaruh positif sehingga dikatakan efektif dalam meningkatkan kemampuan pedagogi digital calon guru fisika. Dari hasil temuan, Penerapan model pembelajaran M-Tech dapat memperkuat nilai integritas multicultural, pengembangan teknologi dan Mendukung professional calon guru di era pendidikan 21.
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Anthonysamy, L., Koo, A.-C., & Hew, S.-H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25(5), 3677–3704. https://doi.org/10.1007/s10639-020-10134-2
Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106–118. https://doi.org/10.1108/JME-10-2017-0059
Bentri, A., Hidayati, A., & Kristiawan, M. (2022). Factors supporting digital pedagogical competence of primary education teachers in Indonesia. Frontiers in Education, 7, 929191. https://doi.org/10.3389/feduc.2022.929191
Demissie, E. B., Labiso, T. O., & Thuo, M. W. (2022). Teachers’ digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia. Social Sciences & Humanities Open, 6(1), 100355. https://doi.org/10.1016/j.ssaho.2022.100355
Dewey, J., Hicks, J., & Schuchardt, A. (2022). Improving Students’ Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention. CBE—Life Sciences Education, 21(1), ar11. https://doi.org/10.1187/cbe.21-03-0062
Ekmekci, A., & Serrano, D. M. (2022). The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics. Education Sciences, 12(10), 649. https://doi.org/10.3390/educsci12100649
Fayda Kınık, F. Ş. (2025). Cultivating Digital Pedagogies in the 21st Century: A Quantitative Examination of Pre-Service Teachers’ Capabilities and Readiness. Journal of Learning and Teaching in Digital Age, 10(2), 260–272. https://doi.org/10.53850/joltida.1662454
Große-Heilmann, R., Riese, J., Burde, J.-P., Schubatzky, T., & Weiler, D. (2022). Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media. Education Sciences, 12(7), 440. https://doi.org/10.3390/educsci12070440
Habibzadeh, F. (2024). Data Distribution: Normal or Abnormal? Journal of Korean Medical Science, 39(3), e35. https://doi.org/10.3346/jkms.2024.39.e35
Halldorsson, B., Waite, P., Harvey, K., Pearcey, S., & Creswell, C. (2023). In the moment social experiences and perceptions of children with social anxiety disorder: A qualitative study. British Journal of Clinical Psychology, 62(1), 53–69. https://doi.org/10.1111/bjc.12393
kurtulus, arsal. (n.d.). Effects of critical multicultural education on preservice teachers’ multicultural attitudes and efficacy. https://doi.org/10.17240/aibuefd.2023.23.1-360
Nurlailli Hidayati, Hakiman, & Noor Alwiyah. (2022). Technological Pedagogy And Content Knowledge: Digitizing 21st Century Learning. At-Tarbawi: Jurnal Kajian Kependidikan Islam, 7(2), 61–70. https://doi.org/10.22515/attarbawi.v7i2.6158
Paliaga, P., Budiša, A., Dautović, J., Djakovac, T., Dutour-Sikirić, M. A., Mihanović, H., Supić, N., Celić, I., Iveša, N., Buršić, M., Balković, I., Jurković, L., & Ciglenečki, I. (2021). Microbial response to the presence of invasive ctenophore Mnemiopsis leidyi in the coastal waters of the Northeastern Adriatic. Estuarine, Coastal and Shelf Science, 259, 107459. https://doi.org/10.1016/j.ecss.2021.107459
rachmatullah, sumantri. (n.d.). ). Information and communication technology in the learning process: Opportunities and challenges. https://doi.org/10.21009/jtp.v23i2.23005
Rahimi, A. R., & Mosalli, Z. (2024). The role of 21-century digital competence in shaping pre-service language teachers’ 21-century digital skills: The Partial Least Square Modeling Approach (PLS-SEM). Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00307-6
Ridho, M. R., & Tumin, T. (2022). MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(1), 49–60. https://doi.org/10.37680/qalamuna.v14i1.1187
Robertson, M. C., Cox-Martin, E., Shegog, R., Markham, C. M., Fujimoto, K., Durand, C. P., Brewster, A., Lyons, E. J., Liao, Y., Flores, S. A., & Basen-Engquist, K. M. (2022). The Acceptability of an Electronically Delivered Acceptance- and Mindfulness-Based Physical Activity Intervention for Survivors of Breast Cancer: One-Group Pretest-Posttest Design. JMIR Cancer, 8(2), e31815. https://doi.org/10.2196/31815
Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 103710. https://doi.org/10.1016/j.compedu.2019.103710
sugiyono. (n.d.). Statistika untuk penelitian (2017/2020 ed.).
Süleyman Demirel University, & Aslan, S. (2021). The Effect of the Flipped Classroom Model on Pre-Service Teachers’ Digital Literacy and Digital Pedagogical Competencies. Educational Policy Analysis and Strategic Research, 16(4), 73–89. https://doi.org/10.29329/epasr.2021.383.4
Ulbricht, J., Schachner, M. K., Civitillo, S., & Noack, P. (2022). Teachers’ acculturation in culturally diverse schools—How is the perceived diversity climate linked to intercultural self-efficacy? Frontiers in Psychology, 13, 953068. https://doi.org/10.3389/fpsyg.2022.953068
Waliszewska-Prosół, M., Nowakowska-Kotas, M., Misiak, B., Chojdak-Łukasiewicz, J., Budrewicz, S., & Pokryszko-Dragan, A. (2022). Allostatic load index in patients with multiple sclerosis: A case-control study. Psychoneuroendocrinology, 142, 105788. https://doi.org/10.1016/j.psyneuen.2022.105788
Yasin, M. (2022). Pelaksanaan Manajemen Kurikulum Pesantren Dalam Membentuk Karakter Mandiri Santri. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 1(1), 72–79.
Zhou, Y., Zhu, Y., & Wong, W. K. (2023). Statistical tests for homogeneity of variance for clinical trials and recommendations. Contemporary Clinical Trials Communications, 33, 101119. https://doi.org/10.1016/j.conctc.2023.101119
Published
2025-11-24
How to Cite
AZIZAH, Nur.
Peran Pembelajaran Multicultural Techno-Contextual Learning Dalam Meningkatkan Kompetensi Pedagogi Digital Calon Guru Fisika.
PROSIDING SENADIKA : Seminar Nasional Akademik, [S.l.], v. 2, n. 1, p. 185-195, nov. 2025.
Available at: <https://unars.ac.id/ojs/index.php/SENADIKA/article/view/7458>. Date accessed: 06 dec. 2025.
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Articles
