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STUDI DESKRIPTIF TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE MAHASISWA PROGRAM STUDI PENDIDIKAN FISIKA DALAM PEMBELAJARAN ADAPTIF DI KELAS INKLUSI
The challenges of teaching physics in inclusive classrooms require pre-service teachers to design adaptive and responsive instructional strategies that address the diverse needs of learners, particularly Students with Special Needs, such as those with visual impairments. This study aims to describe the implementation and recommendation of Technological Pedagogical Knowledge (TPK) among undergraduate students in the Physics Education Program within the context of adaptive learning in inclusive classroom settings, viewed through the framework of Universal Design for Learning (UDL) principles. A descriptive qualitative approach was employed, utilizing in-depth interviews, observations, and document analysis as data collection techniques. The data were analyzed thematically using NVivo 12 software, following the stages of open coding, axial coding, and selective coding. The findings indicate that students’ implementation and reflection of TPK were evident in three core strategies: multimodal delivery of instructional content, digital communication to foster collaborative learning, and the use of flexible, technology-based assessment tools. Multimodal content delivery predominantly involved visual media, complemented by auditory and tactile formats to accommodate the perceptual needs of students with visual impairments. Digital platforms such as WhatsApp and Google Meet were utilized to establish personal and group communication, while assessments were conducted using tools like Google Forms, interactive PDFs, Quizizz, and collaborative media such as JMD and Google Drive, supporting both individual and project-based assessments. Auditory and tactile media also emerged as key recommendations to better support students with visual impairments. These findings reflect the integration of MMR, MMAE, and MME principles within students TPK practices, emphasizing flexibility, accessibility, and responsiveness to learner diversity. While students demonstrated adaptive implementation of TPK, further development is needed through systematic training and mentorship to enable the design of proactive, inclusive, and equitable physics instruction.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 21104050010 Asmaul Husna Firamadani
STUDI DESKRIPTIF TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE MAHASISWA PROGRAM STUDI PENDIDIKAN FISIKA DALAM PEMBELAJARAN ADAPTIF DI KELAS INKLUSI (Text)
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