The Validity Analysis of Learning Kit for Ethnosciencetech-Oriented
Learning Program Operationalization to Improve Teacher
Candidates’s Technological Pedagogical Content Knowledge (TPACK)
INTAN INDIATI
Post-Graduate Program, Science Education, Universitas Negeri Semarang, INDONESIA
SARWI
Post-Graduate Program, Science Education, Universitas Negeri Semarang, INDONESIA
ANI ROSILAWATI
Post-Graduate Program, Science Education, Universitas Negeri Semarang, INDONESIA
HARTONO
Post-Graduate Program, Science Education, Universitas Negeri Semarang, INDONESIA
Key-Words: Ethnosciencetech, Learning Kit, Technological Pedagogical Content Knowledge
Received: June 21, 2021. Revised: December 17, 2021. Accepted: January 2, 2022. Published: January 20, 2022.
1
Introduction
At the beginning of its development, teachers
are required to master on subject matter and
pedagogical aspects, but now teachers also have to
keep up with technological developments. Today,
information is changing rapidly. Basically, the task of
transferring knowledge to students in educational and
training activities lies with the teacher. For this
reason, teachers should give the opportunity to their
students to acquire a number of skills they need
throughout their life[1]. So that mastery of
technology is not something that can be negotiated
[2]–[11]. For this reason, the integration of material,
pedagogy, and technology are very much needed. In
developed countries, the integration of technology,
pedagogy, and content in the form of Technology,
Pedagogy, and Content Knowledge (TPACK)-based
learning kit pioneered by Misrah as a creative solution
developed in learning is very important [12]. TPACK
is integration between technology, materials, and
pedagogy that interact with each other to produce
Information and Communication Technology-based
learning [13]. Good teaching with technology
requires at least three components of knowledge.
They are Technological Knowledge (TK), Content
Knowledge (CK), and Pedagogical Knowledge (PK) as
well as the relationship between components [14].
A science that utilizes local culture and wisdom is
called ethnoscience. Along with developments in
education and technology in the twenty-first century,
literacy standards for various subjects or disciplines are
being set. Kress 2003 defines the concept of literacy as”
the ability to effectively use communicative symbols given
meaning by society [15]. The development
Ethnosciencetech-Oriented Learning Programs is carried
out to teach students to be able to improve Technological
Pedagogical Content Knowledge (TPACK) through
Ethnosciencetech-Oriented Learning Program with a
technology-assisted flipped classroom approach in the
form of Ethnosciencetech LMS. Ethnoscience is an
activity of transforming original science which consists of
all knowledge about people's facts derived from hereditary
beliefs and contains myths. the application of science
learning with an ethnoscience approach requires the
teacher's ability to combine original knowledge with
scientific knowledge [16], [17]. TPACK improvement is a
process to acquire the knowledge and skills needed to form
a professional teacher. Consequently, the student who will
be a teacher candidates must be able to design online
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Abstract: - The task of transferring knowledge to students in educational and training activities lies with the
teacher. This study aims to obtain a validation of Learning Kit for Ethnosciencetech-Oriented Learning Program
Operationalization used to improve the Technological Pedagogical Content Knowledge (TPACK) for teacher
candidates. Validity data were collected from 5 experts using a validation sheet instrument. The results of expert
judgment in this study indicated that the supporting learning kit developed are valid and can be used with minor
revisions. Considering the validation results of all aspects assessed are valid and have good reliability, learning
kit for Ethnosciencetech-Oriented Learning Program Operationalization that have been developed can be used
but need to be revised first by paying attention to notes/comments and suggestions from experts. The
implementation of the use of supporting learning kit in improving Technological Pedagogical Content
Knowledge (TPACK) for Teacher Candidates is expected to be able to improve the Technological Pedagogical
Content Knowledge (TPACK) of teacher candidates
learning kit based on the knowledge gained (including
ethnoscience) by utilizing technology, including
Learning Implementation Plans (RPP), Teaching
Materials, Student Worksheets (LKS), learning
media, and assessment instruments.
Many ethnoscience research that have been
carried out by many researchers. The function of
ethnoscience would ease students to explore the facts
and phenomenon existing in society and be integrated
with scientific knowledge [18]. Based on the facts,
considering teachers are essential in the learning
process, there should be an innovation in the learning
process of the teaching institution. Following the
suggestions of scientific literacy can be increased
through learning chemistry charge ethnoscience [19].
Perwitasari 2016, showed result that learning
application from concept of energy and its
amendments charge ethnoscience fish curing used to
improve the scientific literacy of students [20]. The
learning process also combines community science
and scientific science. They can increase students’
understanding of scientific science concepts and
experience to be more meaningful. Local culture in
learning can improve student science literacy skills
[21]. Students learn more effectively if they utilize the
environment or equipment around them. It can
stimulate their curiosity to do the observations and
trigger them to ask questions so that they can
conclude and gain experience through scientific
processes [22].
But it seems that there are not many ethno-science
studies that have been used to improve the
preparation needs of Technological Pedagogical
Content Knowledge (TPACK) for teacher candidates.
To see the accuracy of the Learning Kit for
Ethnosciencetech-Oriented Learning Program
Operationalization that was developed to carry out its
functions, expert judgment was carried out by experts
who were capable in their fields. Therefore, this
article will discuss expert judgment on the Learning
Kit for Ethnosciencetech-Oriented Learning Program
Operationalization that will be developed to be valid
for use to increase the TPACK for teacher candidate.
The relationship between components in TPACK is
shown in Figure 1.
Based on Figure 1, the three components of TPACK:
technological knowledge (TK), pedagogical
knowledge (PK), and content knowledge (CK) seem
to intersect with each other. The intersection of the
three is an integral part that describes the relationship
between TK, PK, and CK CK. TPACK was
introduced as a conceptual framework as the basic
knowledge needed to teach more effectively
accompanied by the application of technology [23].
TPACK is a thinking strategy that includes
knowledge of how, where, and what methods are
used based on knowledge strategies that guide
students to accept learning accompanied by the
application of technology [24].
Figure 1. The TPACK Framework and its Knowledge
Components[25]
2
Methods
The subject of this study is a learning device for the
operationalization in the Ethnosciencetech-Oriented
Learning Program which was validated by five (5) experts.
The collection of validity data uses an expert validation
sheet that contains the assessment components of the
expert validator which contains the value to be given to the
program that has been developed [20]. The expert
validation sheet consists of several aspects of the
assessment that have been developed by the researcher. To
find out the validator agreement (Expert Judgment), the
validity index proposed by Aiken was used [26]. The
content validity coefficient and the homogeneity
coefficient reliability were proposed by Aiken (1980,
1985), which can be used to measure the validity rating of
each item (V value). Two techniques used in this analysis
are through Aiken's V . content validity coefficient. Aiken
(1985) formulated the Aiken's V formula to calculate the
content-validity coefficient based on the results of the
assessment of the expert panel of n people on an item in
terms of the extent to which the item represents the
construct being measured [27].
The following is the formula for the Aiken index
𝑉 = ∑𝑆/[𝑛(𝑐 − 1)]
where:
V is the index of expert agreement regarding the validity
of the item content;
s is the score determined by the expert minus the lowest
score in the category used (s = – 1);
r is the expert choice category score
1 is the lowest score in the assessment category;
n is the number of validators,
c is the highest score in the assessment category (score 4).
The criteria for an instrument item are said to be valid
if V number minimum is 0.75 [28]. An item with that
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criteria means that it has good content validity and
supports the overall validity of the instrument content
[29]. Then each component of the learning device is
analyzed and interpreted in a qualitative form. That
component was to determine the validity and
feasibility of the Learning Kit for Ethnosciencetech-
Oriented Learning Program Operationalization
developed. To measure the strength of agreement
between raters, the Intraclass Correlation Coefficient
(ICC) method was used. The assessment is carried out
by several raters, so the meaning of the reliability of
the rating results is more consistent among raters.
Taking into account the guidelines and criteria for the
reliability coefficient provided by the experts, an
instrument is said to be reliable if it has a reliability
coefficient of 0.75.
3
Results and Discussion
Learning kit are produced through the process of
design, construction, and evaluation. At the design
stage, the learning kit were designed. They are include
learning objectives, teaching materials, student
assignment plans, and assessment instruments. The
follow-up to the design stage is the construction stage.
At this stage, the preparation of learning kit was
carried out. The results of the realization stage were
in the form of learning kit for the operationalization
of learning programs, including learning objectives,
teaching materials, student assignment plans, and
assessment instruments. The results of the
construction in the form of learning kit were
submitted to the experts to be validated. The achieved
goal was to obtain validity of learning kit. The results
of expert validation were then analyzed and product
revisions were made based on the results of the
analysis. The validation of Learning Kit for the
operationalization of Ethnosciencetech-Oriented
Learning Program was carried out through the
assessment of five (5) experts (expert judgment). The
product assessment was carried out by each expert so
that it could be seen whether the product developed
was valid or not. The collection of validity data used an
expert validation sheet that contained the assessment
components of the expert validator. Validation activities
were performed by competent experts to assess the
learning kit [30].
The expert validation sheet consisted of several
aspects of the assessment that have been developed by the
researcher. It includes the validation sheet for teaching
materials, the student assignment plan validation sheet, the
validation sheet for the observation sheet for the
implementation of the learning program, the RPP
assessment sheet validation sheet, validation sheet for the
TPACK component assessment sheet based on the lesson
plans prepared by students, and validation sheet for
learning practice observation sheets. The validity analysis
was followed by a reliability analysis of the
Ethnosciencetech-Oriented Learning Program which aims
to determine the reliability of the developed learning
program so it can be used. The calculation of the reliability
coe fficient was based on the results of the assessment of
five expert judgment. The aspects of the expert validation
test are presented in tables 1, 2, 3, 4, and 5.
In its development, TPACK has become a framework
that can be used to analyze teacher knowledge related to
technology integration in learning [31]. The learning
process related to educational technology provide the
ability to design, develop, utilize, use, manage, and
evaluate learning using various technologies as processes,
learning kit, and resources in learning. The use of learning
strategies that are part of the lecture is an effort to integrate
the development of TPACK in a lecture related to content.
The selection of the TPACK development method is
tailored to the needs, objectives, and context of each.
TPACK development is usually carried out in a continuous
research and development, starting with measuring
TPACK first, then developing it [32]. TPACK is
considered as a potential framework that can provide new
directions for teachers in solving problems related to
integrating ICT into teaching and learning activities in the
classroom [33].
Table 1. Aspects of Teaching Material Validation Test
No.
Aspects
1
The filling of teaching materials is in accordance with the learning objectives and the
expected competencies.
2
The filling of teaching materials content including TPACK, ethnoscience, and compiling
ethno-science-oriented learning kit within the TPACK framework.
3
Presentation of topics in teaching materials has been arranged coherently and systematically.
4
The presenting topics in the teaching materials already reflect the integration of ethno-science
and technology.
5
The making of guidelines for the use of ethno-science and technology-oriented learning
teaching materials has been conveyed clearly.
6
Completing ethnosciencetech-oriented learning teaching materials can help students
understand and find physics concepts that can be integrated into ethnoscience.
7
Making teaching materials oriented to ethnosciencetech can help the role of lecturers as
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facilitators.
8
The use of ethnosciencetech-oriented lecture teaching materials can help students to develop
TPACK.
9
Making teaching materials oriented to ethnosciencetech can be studied independently by
students.
10
Completing Ethnosciencetech-Oriented Learning Program for teaching materials is able to
stimulate student curiosity to seek more information.
11
Filling in teaching materials can facilitate students to develop Learning Kit for
Operationalization of Ethnosciencetech-Oriented Learning Program within the TPACK
framework.
12
Filling in teaching materials makes it easier for students to understand the conceptual
relationship of content aspects (ethnoscience), pedagogy, and technology.
Table 2. Aspects of Student Assignment Plan Validation Test (RTM)
No.
Aspect
1
Assignment of tasks in RTM in accordance with CPMK and expected competencies.
2
Filling in the RTM includes TPACK, ethnoscience, and compiling ethno-science-oriented
learning kit within the TPACK framework.
3
The assignment of tasks in RTM has been arranged in a coherent and systematic manner.
4
The assignment of tasks in RTM has reflected the integration of ethno-science and technology.
5
The description of the assignment in the RTM has been conveyed clearly.
6
Giving assignments in RTM can help students understand and find physics/science concepts that
can be integrated into ethnoscience.
7
Giving assignments in RTM can help students to develop TPACK.
8
Giving assignments in RTM can facilitate students to develop ethno-science and technology-
oriented learning kit within the TPACK framework.
9
Giving assignments in RTM makes it easier for students to understand the conceptual relationship
of content aspects (ethnoscience), pedagogy, and technology.
10
Use of RTM with good and correct Indonesian rules, communicative language and easy for
students to understand.
11
The use of RTM as an instrument to measure the achievement of CPMK.
Table 3. Aspects of Validation of the Ethnosciencetech-Oriented or lesson plan Assessment Sheet
No.
Aspect
1
Instructions for using the lesson plan assessment sheet are clearly stated.
2
Completeness of the lesson plan assessment sheet (containing lesson plan components, namely
identity, learning objectives, materials, methods, learning activities, learning resources, and
assessments).
3
Compatibility of the lesson plan components with the indicators.
4
The indicators on the lesson plan assessment sheet are clearly described and include ethno-
science-oriented learning steps.
5
Correct use of Indonesian, simple, communicative.
6
The use of sentences that are easy to understand, and do not cause double interpretation.
Table 4. Aspects of Validation Test of TPACK Component Assessment Sheet
Based on the lesson plan Prepared by Students
No.
Aspect
1
Instructions for using the assessment sheet are clearly stated
2
The statement item of the assessment sheet includes the TPACK component
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3
Compatibility of TPACK components with categories and indicators
4
The categories and indicators on the assessment sheet are clearly stated and ethno-science and
technology oriented
5
Using correct, simple, communicative Indonesian
6
Using sentences that are easy to understand, and do not cause double interpretation
Table 5. Aspects of Validation Test of Learning Practice Observation Sheets
No.
1
2
3
4
5
6
The data obtained from the instrument in the
form of a validation sheet, were analyzed
quantitatively to determine the validity of the
learning kit for the operationalization of the lecture
program. After being analyzed and interpreted
theoretically according to the Aiken V Index, the
lecture program developed is classified into the
valid category (V 0.75) based on the value of the
expert agreement. The assessment is carried out by
several raters, so the meaning of the reliability of the
rating results is more consistent among raters. Taking
into account the guidelines and criteria for the reliability
coefficient provided by the experts, an instrument is
said to be reliable if it has a reliability coefficient of
0.75. The results of expert validation are presented
in tables 6, 7, 8, 9, and 10.
Table 6. The Validation of Teaching Materials Results for Ethnosciencetech-Oriented Learning Program
NO
Rated Ascpect
Validator
V
Note
I
II
III
IV
V
1
The contents of the teaching materials are in
accordance with the learning objectives and
the expected competencies
4
4
4
4
4
1,000
Valid
2
The content of teaching materials includes
TPACK, ethnoscience, and compiling
Learning Kit for Ethnosciencetech-Oriented
Learning Program Operationalization within
the TPACK framework
4
4
4
4
4
1,000
Valid
3
Presentation of topics in teaching materials
has been arranged coherently and
systematically
4
4
4
4
4
1,000
Valid
4
The topics presented in the teaching
materials already reflect the integration of
ethno-science and technology
3
4
3
3
4
0,800
Valid
5
Guidelines for the use of Ethnosciencetech-
Oriented Learning materials have been
clearly conveyed
4
4
3
3
3
0,800
Valid
6
The content of Ethnosciencetech-Oriented
Learning materials is able to help students
understand and find physics concepts that
can be integrated into ethnoscience
4
4
4
4
4
1,000
Valid
7
Ethnosciencetech-Oriented Learning
materials can help the role of lecturers as
facilitators
4
4
4
4
4
1,000
Valid
8
The use of Ethnosciencetech-Oriented
Learning materials can help students to
4
4
4
4
4
1,000
Valid
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develop TPACK
9
Ethnosciencetech-Oriented Learning
materials can be studied independently by
students
3
4
3
3
4
0,800
Valid
10
The content of Ethnosciencetech-Oriented
Learning Program is able to stimulate
student curiosity to seek more information
4
3
3
4
3
0,800
Valid
11
The content of teaching materials can
facilitate students to develop Learning Kit
for Ethnosciencetech-Oriented Learning
Program Operationalization within the
TPACK framework
4
4
4
4
4
1,000
Valid
12
The content of teaching materials makes it
easier for students to understand the
conceptual relationship of content aspects
(ethnoscience), pedagogy, and technology
4
4
4
4
4
1,000
Valid
The V Average
0,933
Valid
Table 7. Student’s Assignment Plan of Ethnosciencetech-Oriented Learning Program
No.
Rated Aspect
Validator
V
Note
I
II
III
IV
V
1
Assignment of tasks in RTM in accordance
with CPMK and expected competencies.
4
4
4
4
4
1,000
Valid
2
Learning objectives content includes
TPACK, ethnoscience, and compiling
ethnoscience technology-oriented learning
kit within the TPACK framework.
4
4
4
4
4
1,000
Valid
3
The assignment of tasks in learning
objectives has been arranged in a coherent
and systematic manner.
4
4
3
3
3
0,800
Valid
4
The assignment of tasks in learning
objectives has reflected the integration of
ethno-science and technology.
4
4
4
3
3
0,867
Valid
5
The description of the assignment in the
learning objectives has been conveyed
clearly.
4
4
4
4
4
1,000
Valid
6
Giving assignments in learning objectives
can help students understand and find
physics/science concepts that can be
integrated into ethnoscience.
4
4
4
4
4
1,000
Valid
7
Giving assignments in learning objectives
can help students to develop TPACK.
4
4
4
4
4
1,000
Valid
8
Giving assignments in learning objectives
can facilitate students to develop Learning
Kit for Ethnosciencetech-Oriented Learning
Program Operationalization within the
TPACK framework.
4
4
4
4
4
1,000
Valid
9
Giving assignments in learning objectives
makes it easier for students to understand
the conceptual relationship of content
aspects. (ethnoscience), pedagogy, and
technology
4
4
4
4
4
1,000
Valid
10
Learning objectives uses good and correct
Indonesian rules, communicative language
and easy for students to understand.
4
4
4
4
4
1,000
Valid
11
Learning objectives can be used as an
instrument to measure the achievement of
4
4
4
4
4
1,000
Valid
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student’s assigenment
The V Average
0,970
Valid
Table 8. Assessment Sheet for Ethnosciencetech-Oriented Learning Program Implementation Plans
No.
Rated Aspect
Validator
V
Note
I
II
III
IV
V
1
Instructions for using the Learning
Implementation Plans assessment sheet are
clearly stated.
4
4
4
4
4
1,000
Valid
2
Completeness of the Learning
Implementation Plans assessment sheet
(containing lesson plan components,
namely identity, learning objectives,
materials, methods, learning activities,
learning resources, and assessments).
4
4
4
4
4
1,000
Valid
3
Compatibility of the Learning
Implementation Plans components with the
indicators.
4
4
4
4
4
1,000
Valid
4
The indicators on the Learning
Implementation Plans assessment sheet are
clearly described and include ethno-
science-oriented learning steps.
4
4
3
3
3
0,800
Valid
5
The use of Correct, simple, communicative
Indonesian.
4
4
4
4
4
1,000
Valid
6
The use of sentences that are easy to
understand, and do not cause double
interpretation.
4
4
3
3
3
0,800
Valid
The V Average
0,933
Valid
Table 9. TPACK Component Assessment Sheet Based on Learning Implementation Plans Prepared by Students
No.
Rated Aspect
Validator
V
Note
I
II
III
IV
V
1
Instructions for using the assessment sheet
are clearly stated.
4
4
4
4
4
1,000
Valid
2
The statement item of the assessment sheet
includes the TPACK component.
4
4
4
4
4
1,000
Valid
3
Compatibility of TPACK components with
categories and indicators.
4
4
4
3
3
0,867
Valid
4
The categories and indicators on the
assessment sheet are clearly stated and
ethno-science and technology oriented.
4
4
3
3
3
0,800
Valid
5
Using correct, simple, communicative
Indonesian.
4
4
4
4
4
1,000
Valid
6
Using sentences that are easy to understand,
and do not cause double interpretation.
4
4
4
4
4
1,000
Valid
The V Average
0,944
Valid
Table 10. Learning Practice Observation Sheet
No.
Rated Aspect
Validator
V
Note
I
II
III
IV
V
1
Instructions for using the observation sheet
are clearly stated.
4
4
4
4
4
1,000
Valid
2
The statement item on the observation sheet
includes components of teaching skills and
TPACK.
4
4
4
4
4
1,000
Valid
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3
The suitability of the components of
teaching skills and TPACK with the
indicators.
4
4
3
3
3
0,800
Valid
4
The categories and indicators on the
assessment sheet are clearly stated and
ethno-science and technology oriented.
4
4
3
3
3
0,800
Valid
5
Using correct, simple, communicative
Indonesian.
4
4
4
4
4
1,000
Valid
6
Using sentences that are easy to understand,
and do not cause double interpretation.
4
4
4
4
4
1,000
Valid
The V Average
0,933
Valid
Table 11. The Summary of Validity and Reliability Analysis
No.
Learning Media
V
Validator
ICC
Reliability
1
Teaching Materials
Ethnosciencetech-Oriented Learning
Program to Develop Student TPACK.
0,933
Valid
0,773
Reliable
2
Student Assignment Plan
Ethnosciencetech-Oriented Learning
Program To Develop Student
TPACK.
0,970
Valid
0,763
Reliable
3
Ethnosciencetech-Oriented Learning
Program Assessment Sheet.
0,933
Valid
0,833
Reliable
4
TPACK Component Assessment
Sheet Based on the Learning
Implementation Plans Compiled by
Students.
0,944
Valid
0,755
Reliable
5
Learning Practice Observation Sheet
0,933
Valid
0,833
Reliable
From the Table 11, it can be seen that each type of
Learning Implementation Plans is categorized as valid.
The calculation of the reliability coefficient based on
the results of the assessment of five experts was also
declared reliable with an ICC of 0.773 for teaching
materials, 0.763 for student assignment plans, 0.833 for
assessment sheets, 0.755 for TPACK component
assessment sheets based on RPP prepared by students,
and obtained 0.833 for the learning practice observation
sheet. According to Koo and Li (2016), the reliability is
included in the good category, meaning that the level of
agreement (reliability) of expert assessment for learning
devices is 0.75. Considering the validation results of all
aspects assessed are valid and have good reliability, the
Learning Kit for Ethnosciencetech-Oriented Learning
Program Operationalization that have been developed
can be used but need to be revised first by paying
attention to notes/comments and suggestions from
experts. The notes/comments given are summarized in
table 12.
Table 12. Summary of Validator Comments
No
Learning Media
Validator's Comments
1
Teaching Materials for
Ethnosciencetech-Oriented
Learning Program to Develop
Student TPACK
1. There is a paragraph that only consists of 1 sentence, the
paragraph should have more than one idea, and consists of
several sentences
2. The comparison of the number of pages for the three
Learning Activities is not balanced
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Suggestions for improvement: adding sentences and the
number of pages in the three learning activities are made
proportional
2
Student Assignment Plan (SAP)
Ethnosciencetech-Oriented
Learning Program To Develop
Student TPACK
There are six Student Assignment Plans from SAP 1 to SAP 6, only
SAP 1-SAP 4 for Intern 3, also SAP 6, but SAP 5 for Intern 2?
Suggestions for improvement: Focus the course on internship 2 or
internship 3
3
Ethnosciencetech-Oriented
Learning Program
Implementation Plan (RPP)
Assessment Sheet
1. In the attachment of the Learning media section, the
provisions are not clear
2. The scoring guideline on the assessment instrument is not
yet clear, the pass limit is N<70 Enough (what is the
passing grade
Improvement suggestions:
a. The provisions of the designed learning media must be
very clear/strict because of TPACK, and ethnoscience
and technology
b. Should be 60-69 = C or N 60 - < 70 is enough
4
TPACK Component Assessment
Sheet Based on the RPP
Compiled by Students
Scoring guidelines on assessment instruments are not yet clear the
pass limit N<7 Enough (what is the passing grade
Suggestion for improvement: Should be 60-69 = C or is
N<70 is enough
5
Learning Practice Observation
Sheet
To clarify more about the rubric
4
Conclusion
Based on the results of the research and data
analysis, it can be concluded Learning Kit for
Ethnosciencetech-Oriented Learning Program
Operationalization that were developed are included in
the valid and reliable category so that they can be
implemented to improve the Technological
Pedagogical Content Knowledge (TPACK) of teacher
candidate. Considering the validation results of all
aspects assessed are valid and have good reliability,
Learning Kit for Ethnosciencetech-Oriented Learning
Program Operationalization that have been developed
can be used but need to be revised first by paying
attention to notes/comments and suggestions from
experts
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