| Title: |
Unveiling the Intersection of Technology and Pedagogy: A Domain-Specific Exploration for Developing Religious Moderation Content with an Exploratory and Rasch Perspective |
| Language: |
English |
| Authors: |
Yusuf Hanafi (ORCID 0000-0001-9118-9248); Muhammad Saefi; M. Alifudin Ikhsan; Tsania Nur Diyana; Mohammad Ahsanuddin; Muhammad Alfan; Muhammad Turhan Yani; Mufarrihul Hazin; Dewi Chamidah; Siti Salina Mustakim |
| Source: |
British Journal of Religious Education. 2025 47(4):552-565. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Descriptors: |
Religious Education; Surveys; Construct Validity; Technology Uses in Education; Cultural Awareness; Ethical Instruction; Pedagogical Content Knowledge; Technological Literacy; Knowledge Level; Test Reliability; Item Response Theory; Foreign Countries |
| Geographic Terms: |
Indonesia |
| DOI: |
10.1080/01416200.2024.2427303 |
| ISSN: |
0141-6200; 1740-7931 |
| Abstract: |
The primary aim of this study was to investigate the construct validity of a survey focussing on the use of technology and teaching techniques to promote religious moderation, employing exploratory factor analysis (EFA). A total of 116 educators, who teach character development courses, were recruited to participate in the study. The developed instrument is based on the Technology Pedagogical Content Knowledge (TPACK) framework and has been validated through expert and cognitive interviews with religious education lecturers. The study's results demonstrate that participants were able to discern conceptual distinctions between TPACK domains. Four factors were identified: TPACK, Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), and Pedagogical Knowledge (PK). TPACK encompasses both Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), while PCK includes Content Knowledge (CK). Additionally, Rasch statistical analysis was employed to determine that the instrument measures a single latent variable, namely religiously moderated TPACK, with high reliability based on the fit of the scale to the Rasch model. The statistical data from the EFA and Rasch analyses suggest that this survey can serve as a valuable tool for researchers and educators interested in exploring TPACK within the context of religious moderation. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1485339 |
| Database: |
ERIC |