Utilization of technology in the learning process of pre-service teachers: A comparative study of teacher education institutions in Indonesia and Malaysia
DOI:
https://doi.org/10.31571/saintek.v15i1.11231Keywords:
TPACK, pre-service teacher education, comparative studies, ICT integrationAbstract
This study comparatively examines the use of technology in the learning process of pre-service teachers at Universitas PGRI Pontianak, Indonesia, and the Institute of Teacher Education, Batu Lintang Campus, Sarawak, Malaysia, following an inter-institutional academic visit between the two teacher education institutions. A qualitative comparative case study design was employed, analyzed through the Technological Pedagogical Content Knowledge (TPACK) framework and comparative education research strategies. Data were collected through observation of technology use in learning, interviews with lecturers, and documentation of digital learning tools at both institutions, then analyzed thematically. The findings show that both institutions direct the strengthening of pre-service teachers' technological competence through their respective national policy frameworks: TPACK strengthening within Indonesia's Teacher Professional Education (PPG) program and the New Pedagogy for Deep Learning (NPDL) digital modules under the Institute of Teacher Education Malaysia (IPGM). Differences were found in infrastructure readiness, continuous lecturer development, and technology use during field practice, with leadership, institutional support, and pre-service teachers' self-efficacy identified as key determinants of effective technology integration. These findings offer practical recommendations for strengthening technology integration in pre-service teacher learning at Universitas PGRI Pontianak.
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