Integration of the TPACK Model to Teachers’ Pedagogical Competence: An Analysis of Impact and Effectiveness
Integrasi Model TPACK terhadap Kompetensi Pedagogis Guru: Analisis Dampak dan Efektivitas
DOI:
https://doi.org/10.20625/theosyn.v1i3.033Keywords:
TPACK, Pedagogical, Teachers, Digital Learning, Educational TechnologyAbstract
This study aims to analyze the effectiveness of integrating the Technological Pedagogical and Content Knowledge (TPACK) model in improving teachers’ pedagogical competence in the digital era. The research employed a mixed-methods approach using an explanatory sequential design. The first phase involved collecting quantitative data through pretests and posttests to measure improvements in pedagogical competence, followed by qualitative exploration through observations and in-depth interviews. The research subjects consisted of 40 secondary school teachers who participated in TPACK integration training. The results revealed a significant improvement in teachers’ ability to design and implement technology-based learning, with the average score increasing from 71.25 to 86.80 (p <0.001). Teachers also demonstrated better skills in selecting relevant digital media and applying collaborative learning strategies. These findings confirm that the TPACK model plays a crucial role in strengthening teachers’ pedagogical competence and readiness to face the challenges of modern education.
Bahasa Indonesia
Penelitian ini bertujuan untuk menganalisis efektivitas integrasi model Technological Pedagogical and Content Knowledge (TPACK) dalam meningkatkan kompetensi pedagogik guru di era digital. Metode penelitian menggunakan pendekatan campuran (mixed methods) dengan desain explanatory sequential. Tahap pertama dilakukan pengumpulan data kuantitatif melalui pretest dan posttest untuk mengukur peningkatan kompetensi pedagogik, kemudian dilanjutkan dengan eksplorasi kualitatif melalui observasi dan wawancara mendalam. Subjek penelitian terdiri dari 40 guru sekolah menengah yang mengikuti pelatihan integrasi model TPACK. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan guru dalam merancang dan melaksanakan pembelajaran berbasis teknologi, dengan skor rata-rata meningkat dari 71,25 menjadi 86,80 (p <0,001). Guru juga lebih mampu memilih media digital yang relevan dan menerapkan strategi pembelajaran kolaboratif. Temuan ini menegaskan bahwa model TPACK berperan penting dalam memperkuat kompetensi pedagogik dan kesiapan guru menghadapi tantangan pendidikan modern.
References
Ali, Salma Sultan, and Nathan A. Hawk. “Examining Cultural Background as Context and In-Service Teachers’ Perception of TPACK: A Mixed-Method Study.” Education and Information Technologies 29, no. 3 (February 24, 2024): 3547–70. https://doi.org/10.1007/s10639-023-11939-7.
Alneyadi, Saif Saeed. “Virtual Lab Implementation in Science Literacy: Emirati Science Teachers’ Perspectives.” EURASIA Journal of Mathematics, Science and Technology Education 15, no. 12 (July 10, 2019): em1786. https://doi.org/10.29333/ejmste/109285.
Anderson, L W, and D R Krathwohl. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001.
Angeli, Charoula, and Nicos Valanides. “Epistemological and Methodological Issues for the Conceptualization, Development, and Assessment of ICT–TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK).” Computers & Education 52, no. 1 (January 2009): 154–68. https://doi.org/10.1016/j.compedu.2008.07.006.
Bustamante, Carolina. “TPACK-Based Professional Development on Web 2.0 for Spanish Teachers: A Case Study.” Computer Assisted Language Learning 33, no. 4 (May 2020): 327–52. https://doi.org/10.1080/09588221.2018.1564333.
Castéra, Jérémy, Claire Coiffard Marre, Margaret Chan Kit Yok, Kezang Sherab, Maria Antonietta Impedovo, Tago Sarapuu, Alice Delserieys Pedregosa, Sufiana Khatoon Malik, and Hélène Armand. “Self-Reported TPACK of Teacher Educators Across Six Countries in Asia and Europe.” Education and Information Technologies 25, no. 4 (July 2020): 3003–19. https://doi.org/10.1007/s10639-020-10106-6.
Chai, C S, J H L Koh, and C C Tsai. “A Review of Technological Pedagogical Content Knowledge.” Educational Technology & Society 16, no. 2 (2013): 31–51. http://www.jstor.org/stable/jeductechsoci.16.2.31.
Cheah, Yin Hong, Ching Sing Chai, and Yancy Toh. “Traversing the Context of Professional Learning Communities: Development and Implementation of Technological Pedagogical Content Knowledge of a Primary Science Teacher.” Research in Science & Technological Education 37, no. 2 (April 2019): 147–67. https://doi.org/10.1080/02635143.2018.1504765.
Creswell, John W, and Cheryl N Poth. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage publications, 2016.
Dash, Sambit. “Google Classroom as a Learning Management System to Teach Biochemistry in A Medical School.” Biochemistry and Molecular Biology Education 47, no. 4 (July 2019): 404–7. https://doi.org/10.1002/bmb.21246.
Dr. Lohans Kumar Kalyani. “The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills.” International Journal of Scientific Research in Modern Science and Technology 3, no. 4 (April 11, 2024): 05–10. https://doi.org/10.59828/ijsrmst.v3i4.199.
Fishman, Barry, and Chris Dede. “Teaching and Technology: New Tools for New Times.” In Handbook of Research on Teaching, 5:1269–1334. American Educational Research Association, 2016. https://doi.org/10.3102/978-0-935302-48-6_21.
Geng, Haoxu. “Redefining the Role of Teachers in Developing Critical Thinking Within the Digital Era.” In Proceedings of the 2021 International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2021), 2021. https://doi.org/10.2991/assehr.k.210824.005.
Harris, Judith, Punya Mishra, and Matthew Koehler. “Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types.” Journal of Research on Technology in Education 41, no. 4 (June 2009): 393–416. https://doi.org/10.1080/15391523.2009.10782536.
Koh, J.H.L., C.S. Chai, and C.C. Tsai. “Examining the Technological Pedagogical Content Knowledge of Singapore Pre‐service Teachers with a Large‐scale Survey.” Journal of Computer Assisted Learning 26, no. 6 (December 7, 2010): 563–73. https://doi.org/10.1111/j.1365-2729.2010.00372.x.
Koh, Joyce Hwee Ling. “TPACK Design Scaffolds for Supporting Teacher Pedagogical Change.” Educational Technology Research and Development 67, no. 3 (June 2019): 577–95. https://doi.org/10.1007/s11423-018-9627-5.
Li, Mao. “Exploring the Digital Divide in Primary Education: A Comparative Study of Urban and Rural Mathematics Teachers’ TPACK and Attitudes Towards Technology Integration in Post-Pandemic China.” Education and Information Technologies 30, no. 2 (February 2025): 1913–45. https://doi.org/10.1007/s10639-024-12890-x.
Miles, Matthew B, and A Michael Huberman. Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed. Sage Publications, 1994. https://books.google.co.id/books?id=U4lU_-wJ5QEC&source=gbs_navlinks_s.
Mishra, Punya, and Matthew J. Koehler. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (June 1, 2006): 1017–54. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Muhammad Yusuf Pratama, Ahmad Nabil Annuha, Ahmad Farid Fanani, and Muhammad Azlan Lubis. “Islamic Religious Education in Indonesia: Roles, Implementation, and Methods in Shaping Islamic Character in the Modern Era.” Indonesian Journal of Islamic Educational Review 2, no. 3 (October 13, 2025): 282–92. https://doi.org/10.58230/ijier.v2i3.422.
Niess, M.L. “Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge.” Teaching and Teacher Education 21, no. 5 (July 2005): 509–23. https://doi.org/10.1016/j.tate.2005.03.006.
Park, Keunhyun, Anna Farb, and Benjamin George. “Effectiveness of Visual Communication and Collaboration Tools for Online GIS Teaching: Ssing Padlet and Conceptboard.” Journal of Geography in Higher Education 47, no. 3 (May 2023): 399–410. https://doi.org/10.1080/03098265.2022.2065669.
Qamar, Md. Tauseef, Abdullah Malik, Juhi Yasmeen, Mohd. Sadiqe, and Mohd Ajmal. “Incorporating Face-to-Face and Online Learning Features to Propose Blended Learning Framework for Post-COVID Classrooms in India.” Asian Association of Open Universities Journal 19, no. 1 (August 2024): 70–87. https://doi.org/10.1108/AAOUJ-08-2023-0097.
Tondeur, Jo, Koen Aesaert, Sarah Prestridge, and Els Consuegra. “A Multilevel Analysis of What Matters in the Training of Pre-Service Teacher’s ICT Competencies.” Computers & Education 122 (July 2018): 32–42. https://doi.org/10.1016/j.compedu.2018.03.002.
Voogt, J, P Fisser, N Pareja Roblin, J Tondeur, and J van Braak. “Technological Pedagogical Content Knowledge – A Review of the Literature.” Journal of Computer Assisted Learning 29, no. 2 (April 16, 2013): 109–21. https://doi.org/10.1111/j.1365-2729.2012.00487.x.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Walid Abdullah, Adi Maladona (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercial purposes.
- Adaptation — mixing, changing, and developing materials for any purpose, even commercial ones.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
