THE IMPACT OF PROJECT-BASED FLIPPED LEARNING MODEL ON THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SKILL OF PROSPECTIVE TEACHERS
A project-based flipped learning model was created in order to develop the skill of Technological Pedagogical Content Knowledge because the low ability of prospective teacher students in the 4.0 era was the driving force behind this research. Therefore, research is required to ascertain how the project-based flipped learning model affects the technological pedagogical content knowledge skills of future teachers. The goal of this study was to ascertain the impact of the project-based flipped learning model on prospective teachers' technological pedagogical topic knowledge skills. As many as 100 student teacher candidates are involved in this quasi-experimental study. The data collection tool evaluates students' knowledge of technological pedagogical content. The normality test, homogeneity test, paired sample t-test, and independent t-test were utilized in the data analysis technique. According to the independent t-test study findings, the value of sig (2-tailed) received a score of 0.00 < 0.05. This demonstrates that students who utilize project-based flipped learning models and those who use conventional learning have different average levels of technological pedagogical content knowledge. According to average outcomes, students who learn to apply the project-based flipped learning model perform better than those who study conventional methods. The study's findings indicated that the project-based flipped learning approach had an impact on prospective teachers' ability to comprehend technological pedagogical content. The results of this study can be utilized as a foundation for future teachers to build their pedagogy, content, and technological skills.
Flipped Learning, TPACK, Students, Prospective Teachers