arranging an innovative lesson plan: the complexity of pre

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34 ARRANGING AN INNOVATIVE LESSON PLAN: THE COMPLEXITY OF PRE-SERVICE TEACHERS DURING COVID-19 PANDEMIC ERA Yulia Nur Ekawati Universitas Pancasakti Tegal Indonesia [email protected] Abstract Arranging an innovative lesson plan becomes a challenge for pre-service teachers during the pandemic era and 21 st century. The pre-service teachers are candidates of teachers who have little experience of teaching in classroom. This paper aims to explore the way pre-service teachers arrange innovative lesson plans and describe their complexity in arranging that lesson plan. This study uses a qualitative approach with case study design. There are 16 pre-service teachers who participated in this study. In discussion, it provides how they got difficulties in arranging an innovative lesson plan during covid-19 pandemic era. They need to implement the concept of ICT (Information, and Communication Technology), TPACK (Technological, Pedagogical, and Content Knowledge), collaborative, creative, critical thinking, communicative and HOTS (Higher Order Thinking) in their lesson plan. In line with the findings, pre-service teachers have complexity problems in arranging innovative lesson plan such as their less understanding the concept of TPACK and implementation of HOTS. This study provides a contribution in encouraging pre-service teachers’ knowledge to make an innovative lesson plan. Keywords innovative lesson plan, pre-service teachers Introduction The pandemic of Covid-19 has caused the changes of offline into online communication between students and teachers. They must move the place to teach and study from school to at home because of the lock down regulation. Plitnichenko (2020) adds that student and teacher work very hard make sure that students understand the materials and have good communication. Because of this condition, it rises several problems, for example students do not have a personal mobile phone to use for their online learning. As a solution, they have to share laptops and computers with their family so that they can study at home and they have unstable internet connection or no internet signal (Plitnichenko, 2020). From these cases, teachers should arrange approriate design of learning based on studnets’ problems and needs. Students who are studying to be professional teacher, so called pre-service teacher, also face problems. They do not have any experience in offline as well online teaching. However, the situation forces them to be ready. They know special terms usually used in online learning such as syncornous and asyncronous learning. Hrastinski (2008) stated that syncronous learning was integrated and provided by media of videoconference as well as chat room which can help students in developing learning activitives and communities. The synchronous activity also help students keeping in touch with others in online face to face learning. Meanwhile, asyncronous learning is facilitated by discussion forum, chat box or email, so that students and teacher have good communication and participantion when cannot have online at the same time or in face to face meeting.

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34

ARRANGING AN INNOVATIVE LESSON PLAN: THE

COMPLEXITY OF PRE-SERVICE TEACHERS DURING

COVID-19 PANDEMIC ERA

Yulia Nur Ekawati Universitas Pancasakti Tegal

Indonesia

[email protected]

Abstract

Arranging an innovative lesson plan becomes a challenge for pre-service teachers during the

pandemic era and 21st century. The pre-service teachers are candidates of teachers who have little

experience of teaching in classroom. This paper aims to explore the way pre-service teachers

arrange innovative lesson plans and describe their complexity in arranging that lesson plan. This

study uses a qualitative approach with case study design. There are 16 pre-service teachers who

participated in this study. In discussion, it provides how they got difficulties in arranging an

innovative lesson plan during covid-19 pandemic era. They need to implement the concept of ICT

(Information, and Communication Technology), TPACK (Technological, Pedagogical, and

Content Knowledge), collaborative, creative, critical thinking, communicative and HOTS (Higher

Order Thinking) in their lesson plan. In line with the findings, pre-service teachers have

complexity problems in arranging innovative lesson plan such as their less understanding the

concept of TPACK and implementation of HOTS. This study provides a contribution in

encouraging pre-service teachers’ knowledge to make an innovative lesson plan.

Keywords – innovative lesson plan, pre-service teachers

Introduction

The pandemic of Covid-19 has

caused the changes of offline into online

communication between students and

teachers. They must move the place to

teach and study from school to at home

because of the lock down regulation.

Plitnichenko (2020) adds that student and

teacher work very hard make sure that

students understand the materials and

have good communication.

Because of this condition, it rises

several problems, for example students do

not have a personal mobile phone to use

for their online learning. As a solution,

they have to share laptops and computers

with their family so that they can study at

home and they have unstable internet

connection or no internet signal

(Plitnichenko, 2020). From these cases,

teachers should arrange approriate design

of learning based on studnets’ problems

and needs.

Students who are studying to be

professional teacher, so called pre-service

teacher, also face problems. They do not

have any experience in offline as well

online teaching. However, the situation

forces them to be ready. They know

special terms usually used in online

learning such as syncornous and

asyncronous learning. Hrastinski (2008)

stated that syncronous learning was

integrated and provided by media of

videoconference as well as chat room

which can help students in developing

learning activitives and communities. The

synchronous activity also help students

keeping in touch with others in online

face to face learning. Meanwhile,

asyncronous learning is facilitated by

discussion forum, chat box or email, so

that students and teacher have good

communication and participantion when

cannot have online at the same time or in

face to face meeting.

35

The challenges arise for pre-service

teachers to arrange teaching planning

which is integrated to technology. They

have to know kind of e-learning platforms

or media. Moreover, Sakkir etl.

(2020) state that the use of e-learning

platforms in teaching and learning process

is necessary today. Based on their study,

the favorite e-learning platforms used by

lecturers in teaching are the applications

of Zoom, WhatsApp, and Learning

Management System (LMS), meanwhile

students’ favorite platforms are

WhatsApp, Zoom, Google Classroom,

LMS and Quizsiz. Students prefer to be

taught with those applications since it is

more easy to be used.

Not only the use of e-learning

platform or media, it must be considered

also the learning materials. Teachers

should prepare interesting and attractive

learning materials which is presented in

PowerPoint slides and provided teaching

stimulus such as pictures and videos. It

will make students are more alive in

learning the materials.

Pre-service teachers are teachers

who have little experience in teaching.

They study from higher education

institutions and are trained in order to be

professional teachers (Zacharies: 2020).

Moreover, Walker (2021) adds that pre-

service teachers are teacher candidates

who are taking course of teaching licenses

and their teaching experiences are very

little or even do no have it.

The problems faced by pre-service

teachers are generally putting the theory

to practice. They teach use theory-based,

have very little experience dealing with

pupils, very limited time doing teaching

practice at school to gain competency in

teaching, come to the class without well

preparation and have little possibility and

benefit of using laboratory and education

technologies. The solutions are delivered

to slove the problems. (Gilbert, 2005)

a) New teachers are given the

opportunity to observe other

teachers.

b) Mentors are assigned to be new

teachers.

c) New teachers are provided with

feedback and evaluation based on

their classroom observations.

d) New teachers are provided with co-

planning time with other teachers.

e) New teachers are assigned to

smaller classes.

More complex problem for pre-

service teachers are as follows:

a) No internet access

b) Have not a stable internet

connection at home

c) Cannot print their homework

because no printer at home

d) Have not laptop or computer to

access

The characterisics of students

nowadays, generation of 21st century, are

active learners, like something instantly,

interactive, and use technology. The role

of the teachers then are facilitate meaning

making and understanding students’

needs.

To transfer the meaning and

materials of teaching, as a teacher it is

needed a good teaching planning. This

teaching plan also called as a lesson plan.

This lesson plan is arranged before

teaching learning process and becomes a

guide for teacher.

In terms of lesson plan, several

experts state their definition. Gagne,

Briggs and Wager (1992) define a lesson

plan is the systematic preparation of

students' external conditions using a

systems approach to improve the quality

of their performance. In line with this

definition, a lesson plan or learning

design is a series of procedures as a

system for the development of education

and training programs consistently and

tested, Reiser (2002). From some of the

definitions above, it can be concluded that

lesson plan or learning design is a

systematic procedure consisting of several

components that are interrelated and

influence each other to achieve certain

36

learning objectives consistently and

tested.

The lesson plan, in addition

becomes a map or checklist that guide

teacher in knowing what teacher wants to

do next, Celce-Murcia (2001). These

activities reminds that in doing a teaching,

there are some goals and objectives to be

achieved by students. Moreover, she adds

that a lesson plan is also a record of what

teacher did in class. This record,

therefore, becomes a valuable resource

when planning test or assessment like

quizzes, midterms and final exams.

From those explanation, a lesson

plan means a tool or guide for teacher

having systematic procedures to achieve

some goals and obejectives of teaching. It

is also developed by teacher from general

guide such as syllabus or course outlines.

Every teacher has to make lesson plan

completely and systematically. The lesson

plan can be used for one meeting or more.

A lesson plan generally includes the

identity of the lesson, the time and date of

the lesson, the objectives of the lesson to

be achieved, the teaching materials, the

steps of lesson activities starting from

opening until closing, and the evaluation

consisting of exercises based on the

material are taught.

As stated before about definition of

lesson plan, now the terms of innovative

lesson plan are difined as the teaching

planning which is intergrated technology.

Nowadays, the use of constructivist,

social-constructivist, and student-centered

approach are used as basic view of

teaching. From those approaches, it is

regarded that students should be an active

learner, engage in all activities which are

real, authentic and related to problem-

solving in order to stimulate their active

learning (Brandon, 2004).

Ferrari, Cachia, and Punie (2009)

define the term of innovation involves

creative teaching that fosters students’

creative thinking. In addition, Zhu et al.

(2013) suggested that innovative teaching

also requires four competencies: learning,

social, educational, and technological. It

means that in implementing innovative

teaching, it is not only teach, but the

activity of teaching should encourage

student creative thinking and integrated

with technology.

Innovative lesson plans that

integrate technology through any

appropriate selection of learning

strategies should enhance students’

learning (Mahadewi, et al, 2010). They

state that learning activities designed in

the lesson plan should support the

student-centered approach through the

implementation of learning strategies and

integration of technologies.

Arranging innovative lesson plan must be

integrated with Technologigal,

Pedagogical, and Content Knowledge

(TPACK), the characteristics of 21st

century learning, and implemented any

alternative teaching models based on

learners’ needs such as project based

learning, problem based learning,

discovery learning etc. The characteristics

of this learning are (Kemdikbud, 2020):

a. Student and teacher collaboration

b. Oriented HOTS (Higher Order

Thinking Skills)

c. Integrating ICT (Information and

Communication Technology)

d. Oriented to learning skills and

developing 21st century skills (4C)

e. Develop literacy skills

f. Strengthening character education

(characters building)

The implemetntation of HOTS is

shown through the use of measure verbs

and higher cognitive level (C4, C5 and

C6). Read the following table 1.

Tabel 1 Cognitive Level

37

Pre-service teachers also tend to be

ready in arranging a good lesson plan

since this activity belongs to the

pedagogic competence. They have to

prepare creating lesson plan, doing

teaching and learning activities as well as

arranging evaluation.

In current curriculum applied in

Indonesia, it uses Kurikulum 2013 (K-13).

This curriculum focuses on the building

students’ character. There are three

aspects are to be considered; aspect of

knowledge, skills and attitude. This

curriculum hopes students will achieve

their knowledge and skills, as well their

attitude. However, there are some

weaknesses arise. First, the subjects of

TIK, physical exercises, and English are

eliminated in elementary school. Second,

the time allocation of English subject in

SMP and SMA is also decreased.

Therefore, it faces some problems then.

Another characteristics of K-13 is

the use of scientific approach. This

approach is the process contains of three

aspects; i.e. attitude, knowledge and skill.

Based on scientific approach, the aspect

of attitude aims that in learning materials

students will know the essence of “why”.

In addition, the aspect of knowledge,

students are expected that they will know

“what”. And the last aspect, skill, aims

that students will be able to know “how”.

The following picture shows those

aspects:

Figure 1. Scientific Approach in K-13

Based on that figure, it can be concluded

that the goals of teaching activities in K-

13 are students will have good skills in

English communication and creative,

innovative and affective aspects in their

life.

The process of teaching and

learning based on scientific approach

contains of the following acitivities:

a. Observation

b. Question

c. Association

d. Experiment

e. Networking

The components of lesson plan

based on government regulation

Permendikbud no. 22 year of 2016, it is

mentioned the components are as follows:

a. school identity, namely the name of

school

b. subject identity

c. class/semester

d. material (topic or subtopic)

e. time allocation

f. learning objectives

g. basic competences (KD) and

achivement competence indicators

(IPK)

h. learning material

i. teaching method

j. teaching media

k. sources

l. learning activities steps

m. evaluation

Moreover, government released the

newest official letter namely Surat

Edaran No. 14 year of 2019, relating to

the simplification of lesson plan format. It

contains only three components. They are

learning objectives, learning activities and

learning evaluation. Teacher can use this

format in their teaching. This changes due

to the complexity of teacher duty in

completing administration.

From the changes of lesson plans

components, it is not a serious problem to

be debated. The most important poin is a

teacher or candidate of teacher should

understand the concept of making lesson

and its learning objectives. They may use

thirtheen or three components, it depends

their needs.

38

Based on the research issues stated

above, the researcher provides two

research questions of this study are as

following:

a. How do pre-service teachers arrange

innovative lesson plan?

b. What are the complexity faced by pre-

service teachers in arranging lesosn

plan?

The aims of this study are to describe how

pre-service teachers arrange innovative

lesson plan and find out their complexity

in arranging their innovative lesson plan.

Methodology

This study used qualitative research

approach with a design of case study. To

collect the data, the document (lesson

plans) and interview were used as

instruments. Both instruments were used,

to make sure the results were

trusthworthy.

The participant of this study was

eighth semester (level) students of

English department of a private university

namely Universitas Pancasakti Tegal.

There were 16 students involved in this

study who had learnt subjects related to

English teaching (i.e Taching English as

Foreign Language, Curriculum and

Materials Development, and Language

Assessment). They also conducted

teaching practice at school.

To collect data, firstly the research

check document of lesson plans to know

how pre-service teachers arrange

innovative lesson plan. The lesson plans

were used in their teaching practice on

February 2021. Next step is doing

interview to know their complexity in

arranging innovative lesson plan. The

researcher used interview instrument in

May 2021. The interview was semi-

structure interview. Collecting data

through this interview following some

steps:

a. Identify interviwee. The interviewee

were eight semester students in Eglish

department of Universitas Pancasakti

Tegal.

b. Determine type of interview. The

open question was choosen since it

can explore participants’ answers.

c. The way of doing interview through

telephone interiew and whatsapp.

In this study, the researcher limited

the aspects of interview questions since

the limited time. There are five aspects

used as criteria in arranging interview

questions (interview protocol) and

analysing document of lesson plans. The

interview protocols are mentioned in

Table 1. The criterias are as follows:

a. Concept of making innovative lesson

plan

b. The implementation of technology

(ICT)

c. The application of TPACK

(Technological, Content and

Knowledge)

d. The concept of 4C (Creativity,

Collaboration, Critical Thinking,

Communication)

e. The implementation of HOTS

Table 2 Interview Protocol

No. Questions

A. Concept of making lesson plan

1. How do you prepare your

teaching?

2. Is it important for teacher to

arrange lesson plan? Why?

3. Do you arrange a lesson plan

based on syllabus? Why?

4. Do you make a lesson plan

before teaching? Why?

B. ICT and learning platforms

1. Do you use technology (ICT) in

your lesson plan and teaching

practice?

2. In what why do you use

technology (ICT)?

3. Do you know there are many

kinds of learning platform?

4. What kind of specific learning

platform(s) do you use in your

online teaching?

Why do you choose that learning

platform(s)?

39

C. Concept of Technological,

Pedagogical and Content

Knowledge (TPACK)

1. Do you know what TPACK

(Technological, Pedagogical,

and Content Knowledge) is?

Explain!

2. How do you implement TPACK

in your lesson plan?

3. In which parts of lesson plan,

your lesson plan contains

TPACK concept?

D. Implementation of Collaboration,

Communication, Critical

Thinking and Creativity (4C)

1. Do you know the learning

characteristics of 21st century?

2. Do you know the concept of 4C

in teaching?

3. How do you apply the concept

of 4C in your lesson plan?

4. Does your lesson plan contain of

aspects of 4C?

In which parts of lesson plan, your

lesson plan reflects 4C?

E. Implementation of Higher Order

Thinking Skills (HOTs)

1. Do you know what HOTs is?

2. How do you implement HOTs in

your lesson plan?

3. In which parts of lesson plan,

your lesson plan contain HOTs?

F. Problems and complexities faced

by pre-service teachers in

arranging innovative lesson plan

during teaching and learning

1. Do you know the components of

innovative lesson plan?

2. What problems do you face in

arranging innovative lesson

plan?

3. What problems do you face

during teaching and learning?

Based on your experiences, what

should you do before, during

and after teaching?

Before the interview was used to

collect data, it was recheck by validator

experts, in this case there were two

lecturers, to know the validaty of

interview. The pilot interview firstly

tested to three students, who different

from participants, to know the readiness

of interview and to check whether there

was missunderstanding questions.

In analyzing data, the researcher

used qualitative analysis theory from

Creswell (2013). There are three stages of

analyzing data:

a. Preparing and organizing the data

b. Reducing the data into themes through

a process of coding and condesing the

code

c. Representing data in figures, tables or

a discussion

Through that analysis steps, the data

would be analyzed in depth and provided

brief explanation.

Finding and Discussion

1. Findings

Pre-service teachers are prepared to

be a professional teacher. The

professional teacher must arrange a good

and innovative lesson plan. During covid-

19 pandemic, arranging this lesson plan is

different with normal condition. It is

because the lesson plan must consider the

onditions of students and be integrated

with technology such as using e-learning

media. Arranging innovative lesson plan

also must consider the learning

characteristics of 21st century era and the

crussial components of lesson plan.

Therefore, to answer research questions

about the way of pre-service teachers

arrange innovative lesson plan and their

complexity in arranging the lesson plan,

the researcher presents the findings based

on the result of document and interview.

a. Document (Lesson Plan)

One of teachers’ competences is

arranging lesson plan. Good lesson plans

determine the success of teaching nad

learning. There were 16 lesson plans that

40

must be analyzed. The results of

analyzing these lesson plans are found

that pre-service teachers arrange an

innovative lesson plan based on the

following points:

1) Understanding the Concept of

Making Innovative Lesson Plan

From the lesson plans, it was found

that pre-service teachers have implement

two characteristics of innovative lesson

plan, they are the use of ICT and 4C

concept. They have implemented

technology (ICT), 4C, e-learning

platform, and e-learning sources in their

lesson plan. It was shown in arranging

learning media as follows:

Figure 2 Arranging Learning Media 1 in

Innovative Lesson Plan

Figure 3 Arranging Learning Media 2 in

Innovative Lesson Plan

Based on figure 2 and 3, it shows that the

use of technology is used through

Whatsapp, schoology, google form and

gadget. They also use internet to support

in giving sources. The weakness is they

do not mention the link internet. To check

they find materials through internet or

not, it must be written the link.

In arranging innovative lesson they

also implemented 4C concept.

Figure 4 the Implementation of 4C

Figure 4 shows that the concept of 4C

was included in their lesson plan.

Based on this findings, it was found

that they do not implement the TPACK

and HOTS concept.

2) The Implementation of Technology

(ICT)

All participants have impelemented

ICT in their lesson plan. They put in

media of teaching, learning activities and

evaluation. In media, they provide several

platforms and technology tools such as

Google Classroom, Schoology, Zoom

Meeting, Google Meet, Whatsapp Group,

Google Form, Youtube, Blog and

Facebook.

3) The Application of TPACK

(Technological, Content and

Knowledge)

Based on the lesson plans, it was

not found the application of TPACK or

the integrated approach of technologigal

knowledge, pedagogical and content

knowledge. In their learning activities,

they just provide the steps of teaching

(pedagogy knowledge) and delivering

materials (content knowledge). They use

technology but they do not integrated the

teaching using those three knowledges. It

must be in learning activities there is detil

information about the implementation of

technology integrated with content and

pedagogy knowledge.

4) The Implementation of Concept of

4C (Creativity, Collaboration,

Critical Thinking, Communication)

All pre-service teachers have

implemented the concept of 4C in their

lesson plan. They put it in learning

activities. It seems that they have known

that students and teachers must be

creative, collaborative, critic and

communcative. The terms of creativity, it

is shown in the way teachers asked

students to do role play, creating product

41

and doing individual assignment. The

collaboration shows in the way students

do in team or group, and teacher and

students make collaboration in the process

of teaching. The example is shown in

figure 4.

5) The implementation of HOTS

Higher Order Thinking Skills

(HOTS) is one of characteristics in 21st

century learning. Students must be able to

use their critical thinking. The

implemetation of HOTS can be shown in

competences achivement indicators,

learning activities and evaluation. Based

on lesson plan have been analyzed, it was

found that ten pre-service have

implemented the measureable verbs with

high cognitive level (C4, C5 and C6) in

arranging IPK or learning objectives, but

six of them still use abstract verbs such as

“memahami and mengetahui.” It shows

in figure 5 as follows:

Figure 5 Arranging HOTS

From this learning objectives, it shows

that the use of verb “memahami” which

has too many interpretation still used. It

categoriesd into lower level. Their

evaluation also shows that it seems they

are still confused in arranging evaluation

based on HOTS.

b. Interview

The interview is used to answer

second question about “What are the

complexity faced by pre-service teachers

in arranging innovative lesson plan?”.

Based on the data, it was found that they:

1. Less understanding about concept of

innovative lesson plan

They considered that innovative

lesson plan only refers to the use of

technology.

2. Get difficulties in using ICT for

evaluation

They do not know there many types of

e-learning platform or evaluation tools

that can be used in online teaching.

They generally only used the

platforms such as Whatsapp, Zoom,

Google Meet, Facebook and Google

classroom.

3. Do not know the concept of TPACK

They do not implement the concept of

TPACK (Technological, Pedagogical,

and Content Knowledge) briefly in

their lesson plan.

4. Implement the concept of 4C

All pre-service teachers stated that

they know the concept of 4C in

learning activities. However, they do

not know how to encourage students’

critical thinking.

5. Implement HOTS

From sixteen pre-service teachers,

they still confused in arranging

evaluation based on HOTS. They just

have known the implementation of

lower and higher cognitive level in

making IPK and learning objecetives.

In this case, they need to learn more

how to arrange HOTS items for

evaluation. In doing the process of

teaching, the implementation of

HOTS have not been shown. They

still confused to implement HOTS in

process of learning.

6. Applying the concept of pedagogies in

their teaching

For examples are controlling and

managing the class, checking

attendance, having active interaction

with students, using difference types

of teaching strategies, as well as doing

assessment in group or individual.

7. Misconception in delivering materials

For example is they confuse when

giving material of analytical

exposition text and hortatory

exposition text.

From the results from analysis of

lesson plan and interview, the researcher

found there is indisagreement with her

42

expectation. She think that they are in

eight semester, they will deliver the

materials very well since they have gotten

materials about genre text, language

curriculum, ICT and done their

microteaching.

Their complexity in arranging

innovative lesson plan surely this

becomes the finding for lecturer and

stakeholder in English department to

provide intensive practice in arranging

innovative lesson plan and preparing pre-

service teachers to be ready in teaching at

school through offline or online learning.

Conclusions

Since COVID-19 pandemic has changed

the way of people live, it makes the way

of communciation between teacher and

students also changed. Pre-service eachers

as a candidate of professional teacher

should have great effort in facing the

challenges during pandemic. One real

action must be done is developing

innovative lesson plans which contains he

integration teaching and technlogogy,

interesting plans, 4C and HOTS concepts.

The complexity of pre-service teachers in

arranging innovative lesson plans are

caused by many factors such as their

limitation in teaching experience, do not

understand the characteristic of learning

charateristics in 21st century. It is

suggested for them to update their

knowledge about the concept of

innovative lesson plan and teaching

through many sources. For institution,

head English department, there must be

reconstruction of materials and subject for

English department students in order there

is improvement knowledge in teaching.

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