Analysis of Prospective Arabic Teachers ’ Technological Pedagogical Content Knowledge (TPACK)

ENGLISH ABSTRACT 21st-century learning requires teachers to integrate technology into learning. Therefore, teachers need to improve their professional abilities in using technology. This research was conducted to obtain the TPACK profile of prospective Arabic language teachers who are currently studying for undergraduate program at Arabic Education department of IAIN Pekalongan. Furthermore, this research is survey research. Accordingly, primary data was collected by distributing questionnaires. In addition, researchers also used observation and documentation. In general, the TPACK for prospective Arabic teachers is categorized as "good". Howevers, there are some aspects that need to be improved, namely Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge itself. In addition, each item with lower value than the total average of all aspects needs to be considered as well. In addition, the results of this analysis provide information related to the TPACK for prospective Arabic teachers that is useful as evaluation material for interested parties, such as Lembaga Pendidikan Tenaga Kependidikan (LPTK) as an institution in higher education that is assigned to prepare professional teachers. ABSTRACT


Introduction
Teachers play an important role in the academic success of their students (Yunus, 2016). Kirom quotes Hamalik stating that a teacher plays two roles, as a teacher and a mentor. In addition, Rusman classifies the teacher's role as a demonstrator, class manager, mediator, facilitator, and evaluator (Kirom 2017). This role is strengthened by the tasks carried out by teachers as stated in UU No. 14 Tahun 2005 that says teachers have the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students (JDIH BPK RI, n.d.). Nowadays, the role of teachers is increasingly important and occupies a strategic position because national development is directed at increasing its human resources. These efforts rely on teachers to contribute to the national development in the field of education. Therefore, teachers should always improve their professionalism in every way (Nuryani and Handayani 2020).
In the 21 st century, the development of science, technology, and art requires teachers to not only have knowledge about the material (content knowledge) but they also have to understand about how to teach it (pedagogical knowledge). However, they should also know technology and its use in the learning process (technological knowledge) (Rahmadi 2019b). That is, there is a need to integrate technology into the learning process (Sari and Sumardi 2020). Thus, teachers are expected to be able to utilize technology in learning. Rahmadi explained that in the 21 st century, technology is used as a tool, process, and learning resource (Rahmadi, Khaerudin, and Kustandi 2018).
In addition, Sari cites Eggen and Kauchak as asserting that the current benchmark of 55 | Z a i m a t u z Z a k i y a h e t a l : Analysis of Prospective Arabic Teachers' Technological Pedagogical Content Knowledge (TPACK) learning is related to the use of technology (Sari 2016). Therefore, teachers are required to have competencies in order to contribute to the developments of the education (Amra 2016).
One of the knowledge frameworks that are relevant to the demands of the 21 st century education is Technological Pedagogical Content Knowledge (TPACK) (Nevrita, Asikin, and Amelia 2020). This framework is the development of Pedagogical Content Knowledge (PCK) as described by Shulman which means pedagogic knowledge, practice, planning, and learning methods (Aditama and Pratiwi 2021 (Sholihah, Yuliati, and Wartono 2016). Meanwhile, Absari et al. revealed that the teachers with good TPACK are tend to teach students in more optimal way (Absari, Priyanto, and Muslikhin 2020). In addition, Khaira et al. mention that combining technology and pedagogical competencies that are aligned with quality of material content will affect students' knowledge so that learning outcomes will increase as well (Khaira, Susilawati, and Renaldi 2021 Sampling, is a type of non-random sampling in which the selected members of the population should meet certain criteria. In this regard, the sample in this study consisted of students who were willing to participate in the research (Etikan, Musa, and Alkassim 2015).
The researcher used survey research because the primary data in this study was collected through questionnaire. In addition, researchers also used participant observation and documentation. In this case, the researcher has developed a special questionnaire to analyze the students' TPACK by adapting it from Rahmadi . The questionnaire consists of 58 items that can be All instrument items were tested for its validity using external validity. This test involved 7 th semester students of the Arabic Education program at Islamic University of Sunan Kalijaga Yogyakarta. The collected data was analyzed using Pearson Product Moment Correlation and showed that 15 items were invalid, while the other 43 were valid. Meanwhile, the reliability was measured using Cronbach's Alpha with a result of 0.97.
Questionnaires were filled out by students online through the Google Form application by sharing the link to the class WhatsApp group. In the introduction to the questionnaire, it is written that the data provided is purely for research purposes, is confidential, and will not affect grades in any courses. In addition, the researchers also used non-participant observation techniques in the fifth semester of Arabic Education program of IAIN Pekalongan, and documentation to complete the research data.
Then, the collected data were analyzed using descriptive statistical techniques.
The average of each item and section is calculated using the formula in Figure 2, then categorized according to the average, as shown in table 2 (Mardapi 2012).

Figure2. The Mean Formula
Description : Mean score f each aspect : Number of raters Σ : Total score

Result and Discussion
There are 27 out of 110 students who filled out the questionnaire. In this regard, Arikuto said that if the population is less than one hundred, it is better to take all of the population. However, if the object is large it can be taken between 10-15% or 20-25% 59 | Z a i m a t u z Z a k i y a h e t a l : Analysis of Prospective Arabic Teachers' Technological Pedagogical Content Knowledge (TPACK) (Arikunto 2014). The details of the respondents from this study have been classified according to gender, age, and teaching experience as follows:

TPACK for Prospective Arabic Teachers at the Arabic Education Program IAIN Pekalongan
Next, the researcher will describe the results of the analysis of the TPACK of prospective Arabic teachers. The researcher will first explain the concept of each aspect of TPACK. The general concept of each aspect is based on the definition stated by Mishra and Koehler (Koehler and Mishra 2009). Meanwhile, the researcher's special concept was taken from relevant previous studies (Jang and Tsai 2013). This concept can be seen in each statement item in the questionnaire .

Technological Knowledge (TK)
Technological Knowledge (TK) can be defined as the ability to understand information technology well to be implemented in productive learning. In addition, TK 60 | Z a i m a t u z Z a k i y a h e t a l : Analysis of Prospective Arabic Teachers' Technological Pedagogical Content Knowledge (TPACK) helps teachers to recognize when information technology can help and hinder the achievement of learning goals. In addition, TK encourages teachers to continuously adapt to the rapid changes in information technology, so that teachers can develop and complete different tasks in different ways. At the end of their explanation, Mishra and Koehler emphasized that this concept will continue to develop because of our close interaction with technology. Accordingly, more specific concepts regarding TK can be found in each statement in the questionnaire below.    Table 4 shows the PK scores of the respondents. The highest mean score is found in the knowledge of how to plan lessons and general procedures for implementing learning in the classroom. Both got a score of 3.18. Meanwhile, knowledge about how to assess student learning using various types of assessment is the statement with the lowest mean score (2,89). Overall, the pedagogic knowledge of prospective Arabic teachers is in the "good" category. However, some statements are below the average. It means that the pedagogic knowledge of prospective Arabic teachers needs to be improved in adapting learning to students' understanding; using models, approaches, methods, and so on; knowing students' misconceptions about a concept, and assessing student learning outcomes.

Content Knowledge (CK)
Content Knowledge (CK) is defined as the teacher's knowledge of the content or learning materials that students will learn. Shulman in Mishra and Koehler stated that CK includes knowledge of theories, concepts, frameworks, facts, and the efforts made by teachers to develop knowledge which in this case is knowledge of Arabic language.  Table 5 describes the CK scores of the whole respondents. Overall, the material knowledge of prospective Arabic teachers is in the "good" category. The highest mean score is found in good knowledge of Arabic material (3,63). Students' knowledge about the latest scientific developments and issues in the field of Arabic Education has the lowest score (2,7) which falls below the average score. Therefore, prospective Arabic teachers should be able to participate in activities that can increase their knowledge about Arabic Education. For example, by reading the latest published books or journal articles and attending seminars/webinars or other similar academic activities. This is inseparable from the role of institutions to facilitate these needs by organizing activities that raise the latest issues in the field of Arabic Education.

Pedagogical Content Knowledge (PCK)
Pedagogical Content Knowledge (PCK) was initiated by Shulman. According to him, PCK occurs when the teacher prepares learning materials, finds the right method to present them, and adapts the material to the students' prior knowledge. With PCK, teachers know the importance of being aware of students' misunderstandings about the material, integrating one material with another and even other disciplines. Finally, teachers who have PCK strive to provide more effective learning.  (2,78). Although their pedagogical knowledge is classified as "good", their ability to integrate the learning materials they present to learning materials from other subjects needs to be improved.

Technological Content Knowledge (TCK)
In their paper, Mishra and Koehler defined Technological Content Knowledge (TCK) as knowledge of this content technology with an understanding of how technology and learning materials can influence and limit each other. The implication is that teachers should master the supporting learning materials. In addition, teachers should understand the learning materials that can be presented based on technology.  teachers is in the "good" category. The highest average is found in the use of the internet as a learning resource and looking for Arabic language material (3,44). The ability to use computer applications to facilitate understanding Arabic material has the lowest category (3,07). The score is also below the average mean value. Therefore, prospective Arabic teachers should begin to recognize more deeply about various applications that can make it easier to understand Arabic material.

Technological Pedagogical Knowledge (TPK)
Technological Pedagogical Knowledge (TPK) is an understanding of how to change the technology-based teaching and learning process with certain steps. In addition, knowledge of affordability and technological constraints is also part of the TPK.
Furthermore, the most important part of TPACK is knowledge of technology accompanied by knowledge of how to use it according to changing contexts and purposes. Therefore, teachers should be innovative and creative in developing their skills in using technology, compiling, and adapting it for pedagogical purposes.    Table 9 shows the TPACK scores of the Arabic Education students. Overall, their knowledge of pedagogical technology content is categorized as "good". The highest mean score is found in the use of appropriate technology inappropriate learning strategies to convey Arabic material effectively in the classroom (3,07). Meanwhile, efforts to help other teachers to use the right technology in learning strategies that are by certain Arabic materials in classroom learning are the statements with the lowest mean score (2,7). This score is below the total (2,97). Likewise with the selection of the right technology to assess student learning outcomes in Arabic subjects taught using certain learning strategies in the classroom. Therefore, these two statements need to get more attention.  (Rustanto, Nur, and Mitriana 2020). Therefore, language teachers, including Arabic language teachers, are expected to integrate the use of technology in process (Alivi 2019), (Sahin 2011). This opinion is supported by KMA No. 183 Tahun 2019 that applying technology in learning is one of the criteria for 21st-century learning (Anon 2019). Thus, this research emphasizes the importance of preparing prospective teachers with good TPACK.

Conclusion
In conclusion, the TPACK level of prospective Arabic teachers who are currently studying at Arabic Education department of IAIN Pekalongan can be categorized as good.
However, they still need to improve their CK, PCK, and TPACK so that they can keep up with scientific developments and the latest issues related to Arabic teaching and learning, be able to integrate Arabic material with those from other related disciplines, help colleagues in integrating technology in learning process, and be able to use technology to assess student learning outcomes.
Also, every item with mean score that falls below the total mean score in each aspect should not be taken for granted. This study is limited to one study program in a university. Therefore, further research can be carried out in many porgrams and universities to find out the extent of progress in preparing prospective teachers according to the learning needs in the 21 st century. This research gives an insight and enriches the literature related to TPACK. Meanwhile, practically, this study can be used as material for evaluating lectures on the Arabic Education program at IAIN Pekalongan and improving the quality of the study program.