The Role of Technological Pedagogical Content Knowledge in

Analyzing the Adoption of Constructivist Thinking in Primary-Level

Mathematics Education

Arlina Yuza*, Jamaris, Sufyarma Marsidin and Gustiayu Juita Harun

Universitas Bung Hatta, Padang, Indonesia

Keywords: TPACK, Constructivist Thinking, Mathematics Education, Primary School.

Abstract: This study aims to describe the utilization of Technological Pedagogical Content Knowledge (TPACK) as an

appropriate strategy for examining the implementation of constructivist pedagogy in the context of

mathematics education at the primary school level. The present study employs a qualitative research design,

specifically a phenomenological approach. The study was carried out at SD Negeri 25 Lubuh Lintah. The data

collection techniques employed in this study include observation, interviews, and documentation. The teacher

must facilitate a pedagogical approach allowing students to discover and understand basic concepts

independently. Learning is still dominated by the teacher, who primarily provides notes. Students only copy

notes written on the whiteboard by the teacher. It affects the stimulation of their minds, which is less

productive. The findings of the analysis on applying constructivist ideas in mathematics in primary education

indicate that the learning activities being implemented do not follow the basic principles of constructivist

pedagogy. Implementing technology pedagogical and content knowledge (TPACK) models for teachers or

educators is the best way to overcome the learning challenges teachers and students confront.

1 INTRODUCTION

Education plays a crucial part in every aspect of

human existence and directly affects how a person

develops in every aspect of his personality.

According to PAI Admin (2019), philosophy offers

guidance and a systematic approach to educational

practice, whereas educational practice offers subject

matter for philosophical contemplation. One

perspective that has influenced the field of education

is the concept of constructivism. The philosophical

school of constructivism significantly influences

various concepts within science, learning theory, and

the learning process. Constructivism, as the

fundamental concept of the learning paradigm, points

out the imperative of active engagement for students

in learning, in which they construct their knowledge

through real-life situations (Umbara, 2017).

The philosophy of Constructivism emphasizes the

capacity for adaptation, as highlighted by Yusdita et

al. (2022) in their research. They argue that

constructivism requires individuals, including

students, to utilize their abilities to effectively adjust

to the evolving demands of educational progress

following current circumstances. In this scenario,

students must show a higher engagement than the

teacher. Students ought to be able to acquire

knowledge independently rather than relying solely

on transmitting information from the teacher. The

author's research (Waston, 2014) highlights the

significance of creativity and activeness as the

primary mechanisms employed in the search for a

fulfilling life. The constructivist educational

approach places a significant emphasis on the active

involvement of students in initiating their own

learning experiences. The philosophy of

constructivism is a scholarly discipline that explores

the concept of knowledge as a process of self-

construction. According to this perspective,

individuals develop their understanding through

active engagement with various entities such as

objects, phenomena, experiences, and their

surrounding environment. According to Nurhidayati

(2017a), constructivism is a theoretical framework

that involves the assimilation of knowledge derived

from concrete experiences, facilitated by

collaborative activities, and improved through

processes of reflection and interpretation. Hence, it

292

Yuza, A., Jamaris, ., Marsidin, S. and Harun, G.

The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level Mathematics Education.

DOI: 10.5220/0012199900003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 292-298

ISBN: 978-989-758-669-9; ISSN: 2975-9676

can be observed that students have varying

conceptions of knowledge, which are dependent on

their individual experiences and the particular

interpretive frameworks they employ.

The basic principle of constructivism is that all

knowledge is constructed not for direct perception by

the five senses but rather for interpretation by the

human brain. Knowledge itself is nothing more than

an accumulation of prior experience. This claim was

confirmed by the author's research (Nurhidayati,

2017a), from which it can be inferred that the basic

principle of the constructivist education of thought is

that all knowledge is created rather than directly

perceived by the senses (smell, touch, hearing, touch,

and so on), contrary to what realists generally believe.

(Haryanto, 2012) claims that thought is subjective in

his work. As a result, according to the constructivist

school of thought, knowledge is created via

understanding and experience. The constructivism

philosophy is influenced and more readily identified

by the name "The Paradigm of Clutter" since the

nature and outcomes of subjective thinking are

unknown and depend on each individual.

The constructivism theory must collaborate with

other concepts, such as the relationship between

social interaction and biologically active learning, to

be effective in practice. This statement is supported

by research (Nurhidayati, 2017b), from which the

author can draw the following conclusion: "There is

no single theory of constructivism, but there are at

least two main ideas that are the same; first, active

learners are, biologically speaking, engaged in

creating their knowledge; and second, social

interaction is a crucial component in the creation of

knowledge. Consequently, these two components

lead to a person's behavior.

It is consistent with mathematics, which studies

many abstract structures and their connections. For

students to fully understand the abstract structure of

mathematics, practical principles must be used during

the learning process. The idea that arithmetic

instruction should be relevant may be applied to

learning, particularly in primary schools. Italigns with

the constructivism education theory, which holds that

there are two learning processes: teaching and

learning.

According to constructivism, learning primarily

focuses on helping students give meaning to what

they are taught using their prior knowledge and

understanding. By supporting the teacher's creativity

as a learning mediator, more focus is placed on

creating meaningful connections between prior

knowledge and new knowledge in this process.

According to the constructivist model of learning,

students prior information and ideas are modified to

create new knowledge (Sani, 2013).

According to a constructivist perspective on

learning, numerous key factors affect a learning

activity's success, including (von Glaserfeld in

Pannen et al., 2001: 3): a) The teacher's function as a

mediator and facilitator in a variety of tasks: (1)

offering educational opportunities that allow students

to take charge of their designs, research, and

procedures; (2) offering resources that encourage

students to think critically; (3) inspiring students and

exposing them to conflict; (1) Students are

accountable for their learning results. The teacher

assists students in evaluating their hypotheses and

conclusions. They incorporate ancient knowledge

into new learning contexts. (2) Students must have

experience formulating and testing hypotheses,

manipulating objects, finding solutions to problems,

describing, researching, dialogue, holding reflections,

expressing questions, and expressing ideas to form

new constructions. (3) They must be able to judge

what they learn by looking for meaning and

comparing it to what they already know (Umbara,

2017).

Constructivism defines teaching as assisting a

student in creating his knowledge. Teaching is not

about passing knowledge from those who already

know it (teachers) to those who do not (students), but

rather about assisting someone in building their

knowledge through activities related to the

phenomena and objects they are interested in learning

about. According to the constructivist viewpoint,

several tasks need to be completed, and some ideas

that the teacher has to be conscious of when

instructing, such as: a) the instructor needs to engage

with students frequently to understand what they

already know and believe more fully. b) To involve

students, goals and what will be made in class should

be discussed. c) Teachers must comprehend which

learning opportunities best meet the demands of their

students. Participating as a student among other

students is one way to accomplish this. d) Assistance

with kids who are having difficulty learning is

necessary. e) Teachers must be flexible in their

thinking to comprehend and value students' ideas

since sometimes students form opinions based on

premises that the teacher does not share. According

to constructivism, there are three main components of

teaching: a) adaptation, which is accomplished

through assimilation and accommodation; b)

concepts in the environment; and c) the creation of

meaning.

According to Piaget's theory of intellectual

development, children in elementary school (6 - 12

The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level

Mathematics Education

293

years old) are in the concrete operational phase,

characterized by high curiosities and special

sensitivity in developing knowledge, skills,

awareness, and attitudes (Marina, 2020). This line of

constructivism is consistent with this theory. It is

believed that integrating constructivism's principles

with the characteristics of primary students can boost

students' engagement and innovative thinking during

the learning process. However, during its

implementation at SD Negeri 25 Lubuk Lintah in

grades 4, 5, and 6, the teacher's position was not yet

recognized as a mediator and facilitator in the

learning process.

The teacher has not provided the students with a

learning opportunity that allows them to be in charge

of studying the topics on their own. By merely

providing notes, the teacher still controls the learning

process. Only notes written by the teacher on the

board are copied by the students. It undoubtedly

affects how productively their brains are stimulated.

According to constructivism, learning activities must

allow students to gain experience by creating, testing,

and manipulating hypotheses, solving problems,

seeking solutions, describing, researching, holding

dialogue, asking questions, and expressing ideas to

create new constructions. By developing their

pedagogical skills, teachers should be able to

overcome the obstacles to applying this learning.

Teachers can create learning activities customized to

their students' needs or skills by mastering

pedagogical competencies, and they can assess how

well they are implemented (Nurhamida, 2018).

Learning demands in society 5.0 cannot be

separated from the role of technology,

communication, and information to confront the

times, in addition to the need for teacher abilities in

teaching or high pedagogical competency. The

TPACK (Technological, Pedagogical, and Content

Knowledge) paradigm may combine pedagogical and

technological competencies to satisfy the

expectations of 5.0. Due to its overview of integrating

learning material, knowledge, pedagogy, and

technology in learning, TPACK as a learning model

can help educators become more professional in their

teaching (Susilawati & Khaira, 2021). The researcher

proposes TPACK as a solution for examining the

application of constructivist thinking in primary

school mathematics instruction because of the

benefits of the model and its consistency with the

learning that takes place. This study aims to describe

TPACK as a response to the analysis of

constructivism thinking's application to learning

mathematics in primary schools.

2 METHOD

This study is qualitative and employs a

phenomenological methodology. This strategy was

adopted because the researcher wished to assess the

phenomena that significant informants experienced.

The research analyzes phenomena, social behavior,

and individual or group thought. The study was

conducted in grades 4, 5, and 6 at SD Negeri 25

Lubuk Lintah.

Purposive sampling is the sampling method used.

For the findings of this study to apply to math

instruction in lower grades later on, considerations for

grades 4, 5, and 6 were sampled. It was done to see

the phenomena that lead to concept failure

encountered by high-grade students. The measures

taken to gather data are (a) extending the data

collecting time; (b) making regular, serious

observations; (c) utilizing triangulation; and (d)

involving colleagues in the discussion.

The following are the procedures and methods for

analyzing research data: a). researcher completely

recounts all phenomena and experiences of research

participants; b). researcher identifies the statements

(interview findings), describes them, and elaborates

on them without repeating them; and c). The

researcher identifies the statements (interview

findings). The researcher uses all of his creative

possibilities to reflect on his ideas, d) the statement is

concluded in key sections, and a thorough account of

the experience is written; e) the researcher develops

all justifications for the significance and the core of

the explanation, and f) the researcher summarizes his

findings in a written report based on the experiences

of all informants.

This study examines the learning and teaching

processes in grades 4, 5, and 6 of SD Negeri 25 Lubuk

Lintah's use of constructivist thinking in learning

primary school mathematics. Interviews and

observation sheets were the tools utilized to collect

research data.

3 RESULTS AND DISCUSSION

SD Negeri 25 Lubuk Lintah locates at Jalan Masjid

Baiturrahman, in the village of Lubuk Lintah, within

the Kuranji District of Padang City, located in the

province of West Sumatra. The school is situated in

the central area of Padang City. The school presents

three distinct challenges concerning nature, animals,

and humans. The school's location, situated beneath a

hill without any surrounding fences, allows

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unrestricted access to numerous animal species,

contributing to its natural environment. SD Negeri 25

Lubuk Lintah is under the leadership of a single

school principal, Etifirza, S.Pd. The school is staffed

by eight teachers, three education staff members, and

one school operator. SD Negeri 25 Lubuk Lintah has

obtained accreditation level C.

Constructivism is a general theoretical framework

employed in educational and learning methodologies

during its evolution. Constructivism is an

epistemological perspective that centers on the active

engagement of students in the processes of

knowledge creation, interpretation, and

reorganization, thereby emphasizing the

individualized nature of these cognitive activities.

The constructivist approach is the foundation for

numerous educational principles and movements,

including emphasizing active student engagement in

the learning process and cultivating independent

learning skills among students. There is a growing

recognition of the importance for students to possess

the capacity to cultivate their knowledge

independently. Additionally, there is a corresponding

recognition of the role that teachers should play as

facilitators, mediators, and managers of the learning

process. Constructivism is a philosophical framework

within the knowledge field that posits that knowledge

is a product of individuals engaged in learning.

According to Umbara (2017), knowledge is not

simply a compilation of factual information but a

cognitive construction that individuals develop based

on their interactions with objects, experiences, and

their surrounding environment.

Knowledge is not "something already there" that

we can absorb but rather a dynamic construction of

individuals who rearrange themselves to learn new

things each time. According to constructivism, people

create knowledge due to their interactions with

events, objects, and surroundings. Constructivism

begins with knowledge creation, and the

reconstruction of knowledge refers to the alteration of

information held by someone who has already been

created or built. This alteration results from

interaction with their environment (Nurhidayati,

2017b).

According to research done at SD Negeri 25

Lubuk Lintah, the teacher's position in the learning

process has not yet been recognized as a mediator and

facilitator. The teacher has not created a learning

environment where students are free to explore the

concepts they learn independently. By merely

providing notes, the teacher still controls the learning

process. Only notes written by the teacher on the

board are copied by the students. It appears from

teaching activities that the teacher has not interacted

with students very much, and the learning

environment offered does not meet the needs of the

students. It is shown by the activities of students who

engage in learning; nonetheless, student engagement

or activity in learning is still relatively low. Activities

that have not been included in activities that make

reasoning based on students' roles. It undoubtedly

affects how productively their brains are stimulated.

According to constructivism, learning activities must

allow students to gain experience by formulating,

testing, and manipulating hypotheses, solving

problems, seeking solutions, describing, researching,

holding dialogue, asking questions, and expressing

ideas to create new constructions. It allows them to

create their own experiences, which helps the

concepts become deeply embedded (Jabir et al.,

2016).

The learning environment that the teacher has

created for the students might be characterized as

substandard in terms of constructivism and failing to

prepare them for the integration of technical

requirements required in 5.0. To achieve the required

learning competencies and follow the times'

demands, the teacher must maximize learning with

the TPACK model (Fitria, 2021). From a

constructivist point of view, this integration requires

teacher competency to balance each element of

technology expertise, pedagogy, and content to

achieve balanced, successful learning.

Three categories of activities—adaptation of

technical help, instructional design, and

administrative aid—are used by TPACK to address

these restrictions. The program's description,

outcomes, and thorough documentation are provided

below.

3.1 Technology Adaptation Assistance

3.1.1 Create Interactive Lessons

A teaching strategy that actively incorporates

students in the learning process is known as

interactive learning. Interactive learning utilizing

technology is one of many interactive learning

activities. Positive responses to the development of

this technology are possible, one of which is for

teaching strategies. Suggestions for educational films,

motivational e-books, and other resources, for

instance. Here, we offer educational opportunities

like using anappropriate laptopto take ANBK tests at

school and learn while playing the web. The scores

were as high as 85%, and we observed significant

student growth in using computers to complete

The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level

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295

ANBK exams, as well as their active and passionate

participation in learning while playing the web. Some

of the children's achievements in this program

included the following:

a. Students in grade 5 at SDN 25 Lubuk Lintah took

the ANBK test.

b. The utilization of a Web link to implement

playing while learning.

c. The students are more enthusiastic about learning.

Figure 1: Interactive Learning with Students.

3.2 Create Interactive Lessons

3.2.1 Introducing the AKM Kelas

Application and Practicing the Use of

the AKM Kelas Application to Students

The Ministry of Education and Culture

(Kemendikbud) created the AKM class (Minimum

Competency Assessment) as an educational program.

The AKM activities in this lesson aim to assess how

well the students have understood their subject

matter. The literacy and numeracy categories

emphasize this class's AKM exercises, which

measure students' progress in these areas. The results

were as high as 90%, and we observed significant

student growth in using laptops to complete the AKM

class tests. Additionally, they demonstrated activity

and enthusiasm when completing the pretest and

posttest for the AKM class, as seen in the following

examples:

a. The class AKM pretest and posttest were

successfully implemented

b. Students can already utilize laptops and

computers during exams

c. Students who are enthusiastic when taking tests

on laptops

Figure 2: Introducing the AKM Kelas application and

practicing the use of the AKM Kelas application to students

3.3 Teach

3.3.1 Teaching Literacy and Numeracy to

Students

Through mathematics and non-mathematics learning

activities, numeracy literacy development strategies

can be used at the classroom level. Then, at the school

level, literacy activities can also be established

through the infrastructure with numeracy nuances,

providing interventions for high-risk students, and

holding parent-involved numeracy activities. The

development of numeracy and literacy must occurat

the classroom, school, and regional levels by

providing training for teachers, administrators, and

supervisors.

The results we got from adopting this program, as

evidenced by children who could not read before or

could only spell, can now read and be as high as 80%.

Compared to the prior Numeration exercises, when

only a small number of students memorized multi-

plication from 1 to 10, the changes are much better now,

with 8 out of 10 students memorizing it smoothly.

Figure 3: Teaching Literacy and Numeracy Activities to

Students.

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3.3.2 Provide Additional Lessons to Students

that Still Lacking in Literacy and

Numeracy

This program is available during school hours. This

exercise wants to teach students who struggle with

literacy and numeracy. The ability to think critically

and absorb information is related to literacy. So, it

goes beyond only spelling and reading

comprehension. The supplementary learning offered

at this school helps students' numeracy as well. The

outcome of success rate used in this program is 70%.

The introduction of this program is crucial because it

addresses the literacy and numeracy gaps among

students at SD Negeri 25 Lubuk Lintah. Students'

accomplishments include:

a. Increasing literacy levels through additional

learning activities

b. Students have started fluently in reading and

arithmetic.

Figure 4: Provide additional lessons to students that still

lack literacy and numeracy.

3.4 Administration

3.4.1 Creating a Literacy Corner

Schools use the literacy Corner program to stimulate

students' interest in reading. It is not easy to grow a

literacy movement. Building a literacy culture

requires time, energy, and resources. It is believed

that the literacy corner used in every area of the

classroom is sufficient to encourage students to read

frequently during breaks or while they wait for the

change in class hours. Also, each class has text-rich

environmental assistance, such as the displayed

student work, picket schedules, and lesson plans. This

literacy corner takes the shape of a reading corner in

the back of the classroom. Ithas bookshelves, mats for

the children to sit on, reading materials, and

educational resources. The teacher gives lesson

assignments by using sources from the available

reading material in the classroom literacy corner,

writing motivational words and poetry, affixing it to

the class wall magazines, and participating in the

school literacy corner program. 95% of this program's

implementation attempts were successful. The

following outcomes were attained as a result of the

reading corner's implementation:

a. Increasing students' interest in reading at SDN 25

Lubuk Lintah

b. Making the classroom cozy and lovely when the

teaching and learning process is taking place

c. Inviting children to read more and think critically

d. Bringing books closer to the students can

increase their enthusiasm for reading

Figure 5: Create a literacy corner in each class.

3.4.2 6

Grade Entrepreneurship Activities

The entrepreneurship program aims to provide

students with the resources they need to understand

entrepreneurship, have entrepreneurial character,

seize chances, and obtain practical experience in the

field. Students are asked to prepare various

inexpensive snacks that can be sold for affordable

prices for schoolchildren, starting at Rp. 1,000.

Examples of these snacks include corn dogs, balls of

noodles, crispy mushrooms, and various drinks. 95%

of the program has been successfully implemented.

The outcomes attained by students are:

a. Students can comprehend how to practice

entrepreneurship correctly.

b. Exercise risk-taking, inventiveness, and

originality.

c. Encourage students to feel confident.

The Role of Technological Pedagogical Content Knowledge in Analyzing the Adoption of Constructivist Thinking in Primary-Level

Mathematics Education

297

Figure 6: Entrepreneurial Activities in Grade 6.

Activities created after analyzing the educational

environment and actual student learning can go

smoothly and get a decent grade. Implementing

TPACK in classrooms as teachers and students in the

campus program work together effectively instruct.

Students share their technological expertise, and

teachers share their views on the subject matter and

their pedagogical skills with the class. Good

cooperation will help to determine whether the

planned actions are successful.

4 CONCLUSIONS

According to an analysis of the use of constructivist

thinking in primary school mathematics learning, the

learning activities are inconsistent with constructivist

understanding. The best way to get around teachers'

and students' learning challenges is to use the

technology pedagogical and content knowledge

(TPACK) model for educators.

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