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APTISIAPTISI

Journal Aptisi Transactions on Technopreneurship (ATT)Aptisi Transactions on Technopreneurship (ATT) Abstract

This study aims to determine the effect of TPACK-based differentiated learning on high school students problem-solving abilities and motivation. The study, conducted at Private Senior High School PAB 8 Saentis Sei Tuan, used a quasi-experiment method with two classes: the experimental class, which used the differentiated problem solving model based on TPACK, and the control class, which used the conventional school learning model without differentiation. The results of this study indicate that the average post-test score for student problem-solving abilities in the experimental class was higher than in the control class. Statistical testing using two-way ANOVA showed that the problem-solving skills of students taught with the TPACK-based differentiated learning model demonstrated a significant influence between the learning model and motivation on students problem-solving skills, as well as an interaction between the TPACK based problem posing learning model and motivation in terms of problem-solving skills. These findings have practical implications for educators, providing evidence that the TPACK-based differentiated problem-posing learning model is more effective in improving students problem solving abilities than the conventional learning model, with learning motivation also playing an essential role in enhancing student problem-solving skills.

Conclusion

The study concludes that the TPACK-based differentiated problem-posing learning model significantly enhances students problem-solving abilities compared to conventional learning methods.Learning motivation also plays a crucial role in supporting student achievement.Therefore, integrating technology, pedagogy, and content knowledge with differentiated instruction promotes a more student-centered and interactive learning experience.

Future Research

Further research could investigate the long-term effects of the TPACK-based differentiated problem-posing model on students entrepreneurial skills and career choices. Additionally, studies could explore the effectiveness of this model in different subject areas and educational settings, considering variations in student demographics and learning styles. Finally, research is needed to develop and evaluate professional development programs for teachers to effectively implement TPACK-based differentiated instruction, ensuring they possess the necessary technological, pedagogical, and content knowledge to create engaging and impactful learning experiences for all students. These investigations will contribute to a deeper understanding of how to leverage technology and innovative pedagogical approaches to foster student success in the 21st century.

References

1. One moment, please.... moment please wait request verified doi.org/10.34306/attOne moment please moment please wait request verified doi 10 34306 att
2. TPACK Based Differentiated Problem Posing to Enhance Entrepreneurial Digital Problem Solving | Aptisi... att.aptisi.or.id/index.php/att/article/view/609TPACK Based Differentiated Problem Posing to Enhance Entrepreneurial Digital Problem Solving Aptisi att aptisi index php att article view 609

Subjects

1. #learning model#learning model
2. #problem solving#problem solving

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