Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective
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 recruit...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
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Informa UK Limited
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/117605/ |
| _version_ | 1848867294534434816 |
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| author | Hanafi, Yusuf Saefi, Muhammad Ikhsan, M. Alifudin Diyana, Tsania Nur Ahsanuddin, Mohammad Alfan, Muhammad Yani, Muhammad Turhan Hazin, Mufarrihul Chamidah, Dewi Mustakim, Siti Salina |
| author_facet | Hanafi, Yusuf Saefi, Muhammad Ikhsan, M. Alifudin Diyana, Tsania Nur Ahsanuddin, Mohammad Alfan, Muhammad Yani, Muhammad Turhan Hazin, Mufarrihul Chamidah, Dewi Mustakim, Siti Salina |
| author_sort | Hanafi, Yusuf |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T14:34:13Z |
| format | Article |
| id | upm-117605 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-15T14:34:13Z |
| publishDate | 2024 |
| publisher | Informa UK Limited |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1176052025-05-30T03:31:44Z http://psasir.upm.edu.my/id/eprint/117605/ Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective Hanafi, Yusuf Saefi, Muhammad Ikhsan, M. Alifudin Diyana, Tsania Nur Ahsanuddin, Mohammad Alfan, Muhammad Yani, Muhammad Turhan Hazin, Mufarrihul Chamidah, Dewi Mustakim, Siti Salina 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. Informa UK Limited 2024 Article PeerReviewed Hanafi, Yusuf and Saefi, Muhammad and Ikhsan, M. Alifudin and Diyana, Tsania Nur and Ahsanuddin, Mohammad and Alfan, Muhammad and Yani, Muhammad Turhan and Hazin, Mufarrihul and Chamidah, Dewi and Mustakim, Siti Salina (2024) Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective. British Journal of Religious Education. pp. 1-14. ISSN 0141-6200; eISSN: 1740-7931 https://www.tandfonline.com/doi/full/10.1080/01416200.2024.2427303 10.1080/01416200.2024.2427303 |
| spellingShingle | Hanafi, Yusuf Saefi, Muhammad Ikhsan, M. Alifudin Diyana, Tsania Nur Ahsanuddin, Mohammad Alfan, Muhammad Yani, Muhammad Turhan Hazin, Mufarrihul Chamidah, Dewi Mustakim, Siti Salina Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title | Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title_full | Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title_fullStr | Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title_full_unstemmed | Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title_short | Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective |
| title_sort | unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and rasch perspective |
| url | http://psasir.upm.edu.my/id/eprint/117605/ http://psasir.upm.edu.my/id/eprint/117605/ http://psasir.upm.edu.my/id/eprint/117605/ |