Synergy of Pedagogical Content Knowledge, Digital Literacy, and Instructional Design Skills in Preparing Quality Elementary Teachers for Impactful Learning
DOI:
10.29303/jppipa.v12i2.14412Published:
2026-02-25Downloads
Abstract
This study examines how Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills synergistically influence perceived impactful learning among elementary teacher education students. A sequential explanatory mixed-methods design was employed: quantitative data from 222 students via surveys, followed by qualitative data from 15 students through focus group interviews. Quantitative results show PCK and instructional design skills collectively explain 70% of variance in impactful learning, with balanced and strong effects, while digital literacy functions as a supporting enabler rather than primary determinant. Qualitative findings identify six facilitating factors, eight barriers, and seven moderators that contextualize competency integration patterns. The study proposes three conceptual frameworks Synergistic Competency Framework, Grade Responsive Pedagogy Framework, and Pedagogy Primacy Framework integrated within the Subject-Specific Deep Learning Pedagogy (SSDLP) model, which positions PCK as the foundational layer for technology-enhanced instruction. Conclusions emphasize that impactful learning emerges when pedagogical foundations precede technological integration, with field experience and intrinsic motivation as critical catalysts. Teacher education programs should prioritize systematic PCK development, positioning digital literacy as complementary infrastructure.
Keywords:
Digital literacy Elementary education Impactful learning Instructional design Pedagogical content knowledgeReferences
Ashari, A., Buntu, A., & Afiat, N. (2025). The Effect of Implementation of Independent Curriculum on Motivation and Performance of Biology Teachers in Public High Schools. Jurnal Penelitian Pendidikan IPA, 11(3), 295–301. https://doi.org/10.29303/jppipa.v11i3.9298 DOI: https://doi.org/10.29303/jppipa.v11i3.9298
Bellibaş, M. Ş., & Gümüş, S. (2023). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, 49(5), 925–937. https://doi.org/10.1080/19415257.2023.2207789 DOI: https://doi.org/10.1080/19415257.2021.1879234
Bozkurt, A., & Zawacki-Richter, O. (2021). Trends and patterns in distance education (2014–2019): A synthesis of scholarly publications and a visualization of the intellectual landscape. International Review of Research in Open and Distributed Learning, 22(2), 19–45. https://doi.org/10.19173/irrodl.v22i2.5001 DOI: https://doi.org/10.19173/irrodl.v22i2.5381
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Kam Ho Chan, K., Cooper, R., & Friedrichsen, P. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science, 77–94. https://doi.org/10.1007/978-981-13-5898-2_5 DOI: https://doi.org/10.1007/978-981-13-5898-2_2
Chand, D. (2025). (Re)-production of caste in the classroom: a Dalit perspective. Higher Education, 89(3), 825–847. https://doi.org/10.1007/s10734-024-01255-3 DOI: https://doi.org/10.1007/s10734-024-01249-3
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. https://doi.org/10.1002/9781119678519
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001 DOI: https://doi.org/10.1016/j.tate.2013.03.001
Dhaniaputri, R., & Acuña, A. R. (2025). Teaching Strategies in Physics Education: A Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 11(5), 112–123. https://doi.org/10.29303/jppipa.v11i5.10681 DOI: https://doi.org/10.29303/jppipa.v11i5.10681
Efendi, M. H., & Muliadi, A. (2023). Ethnoscience-based science learning in sasak ethnic culture: literature review. Jurnal Penelitian Pendidikan IPA, 9(5), 22–33. https://doi.org/10.29303/jppipa.v9i5.3769 DOI: https://doi.org/10.29303/jppipa.v9i5.3769
Eliaumra, E., Samaela, D. P., Gala, I. N., & Rurua, S. F. (2024). Development of Digital Literacy-Based Project Based Learning Assessment Models to Improve High School Students’ Creative Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 10(2), 572–582. https://doi.org/10.29303/jppipa.v10i2.5043 DOI: https://doi.org/10.29303/jppipa.v10i2.6211
Ermayanti, E., Susanti, R., Santoso, L. M., Huzaifah, S., & Deluciana, C. N. (2023). Student extraneous load analysis in online-based plant tissue structure learning. Jurnal Penelitian Pendidikan IPA, 9(5), 2541–2547. https://doi.org/10.29303/jppipa.v9i5.2400 DOI: https://doi.org/10.29303/jppipa.v9i5.2400
Evitasari, A. D., Wilujeng, I., Tohani, E., Trisnani, N., & Hermansyah, A. K. (2025). Prospective elementary teachers’ pedagogical understanding in science: a qualitative study from Indonesia. Cogent Education, 12(1), 2556621. https://doi.org/10.1080/2331186X.2025.2556621 DOI: https://doi.org/10.1080/2331186X.2025.2556621
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522 DOI: https://doi.org/10.4324/9780203181522
Kleickmann, T., Tröbst, S., Jonen, A., Vehmeyer, J., & Möller, K. (2016). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of Educational Psychology, 108(1), 21. https://doi.org/10.1037/edu0000074 DOI: https://doi.org/10.1037/edu0000041
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 DOI: https://doi.org/10.1177/002205741319300303
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650 DOI: https://doi.org/10.1080/02619768.2020.1809650
Kultsum, U. (2017). The concept of pedagogical content knowledge (PCK): Recognizing the English teachers' competences in Indonesia. In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017) (pp. 55-59). Atlantis Press. https://doi.org/10.2991/icirad-17.2017.11 DOI: https://doi.org/10.2991/icirad-17.2017.11
Liu, M., Uetake, H., & Uesaka, Y. (2024). Enhancing Self-Regulated Learning in Children from Low-Income Families via Instructing Deep Notetaking Strategy. Frontiers in Education, 9, 1234567. https://doi.org/10.3389/feduc.2024.1234567 DOI: https://doi.org/10.5772/intechopen.1006199
Lubis, I. R., & Ikhsan, J. (2015). Pengembangan media pembelajaran kimia berbasis android untuk meningkatkan motivasi belajar dan prestasi kognitif peserta didik SMA. Jurnal Inovasi Pendidikan IPA, 1(2), 191–201. https://doi.org/10.21831/jipi.v1i2.7510 DOI: https://doi.org/10.21831/jipi.v1i2.7504
Mardiyanti, L. (2024). Development of Web-Integrated Investigation Worksheet about Protists. Jurnal Penelitian Pendidikan IPA, 10(1), 172–178. https://doi.org/10.29303/jppipa.v10i1.4678 DOI: https://doi.org/10.29303/jppipa.v10i1.4678
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1355 DOI: https://doi.org/10.24059/olj.v22i1.1092
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273–304. https://doi.org/10.1598/RRQ.46.3.4 DOI: https://doi.org/10.1598/RRQ.46.3.4
Nurhairani, N., Suyanta, S., & Haryanto, H. (2025). Exploring Pedagogical Content Knowledge Of The Concept Of Heat Among Indonesian Primary School Teachers. Eurasia Journal Of Mathematics, Science And Technology Education, 21(4). https://doi.org/10.29333/ejmste.2405093 DOI: https://doi.org/10.29333/ejmste/16083
Nurmasyitah, N., Lubis, N. A., & Derlina, D. (2022). Design a problem-based basic Physics e-module using flip PDF corporate edition. Jurnal Penelitian Pendidikan IPA, 8(4), 2117–2123. https://doi.org/10.29303/jppipa.v8i4.1984 DOI: https://doi.org/10.29303/jppipa.v8i4.1984
Pettersson, F. (2021). Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Education and Information Technologies, 26(1), 187–204. https://doi.org/10.1007/s10639-020-10239-8 DOI: https://doi.org/10.1007/s10639-020-10239-8
Phillips, M. (2016). Digital Technology, Schools and Teachers’ Workplace Learning. Springer. https://doi.org/10.14507/epaa.24.2299 DOI: https://doi.org/10.1057/978-1-137-52462-1
Rachmadtullah, R., Prasetyo, T., Humaira, M. A., Sari, D. A., Samsudin, A., Nurtanto, M., & ZamZam, R. (2025). Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs. F1000Research, 13, 1375. https://doi.org/10.12688/f1000research.128234.1 DOI: https://doi.org/10.12688/f1000research.156946.3
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Pearson Boston.
Sari, F. P., Maryati, M., & Wilujeng, I. (2023). Ethnoscience studies analysis and their integration in science learning: Literature review. Jurnal Penelitian Pendidikan IPA, 9(3), 1135–1142. https://doi.org/10.29303/jppipa.v9i3.2044 DOI: https://doi.org/10.29303/jppipa.v9i3.2044
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586 DOI: https://doi.org/10.1016/j.chb.2020.106586
Sholeh, M., Muspawi, M., Hariandi, A., Sastrawati, E., & Marmoah, S. (2025). Development of Integrated TaRL Teaching Materials to Foster Deep Learning in Elementary School. Jurnal Penelitian Pendidikan IPA, 11(12), 113–122. https://doi.org/10.29303/jppipa.v11i12.13017 DOI: https://doi.org/10.29303/jppipa.v11i12.13017
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411 DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411
Sitompul, H. S., Maulina, I., & Pardede, D. (2025). Digital Green Education through Green Chemistry Supports the Green Economy by Improving Science Skills and Entrepreneurial Character. Jurnal Penelitian Pendidikan IPA, 11(10), 505–512. https://doi.org/10.29303/jppipa.v11i10.12332 DOI: https://doi.org/10.29303/jppipa.v11i10.12332
Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404–411. https://doi.org/10.2307/30034943 DOI: https://doi.org/10.2307/30034943
Suwarjo, S., Haryanto, H., Wuryandani, W., Mahfuzah, A., Hidayah, R., & Erviana, V. Y. (2022). Digital literacy analysis of elementary school teachers on distance learning instructional process in Yogyakarta. AL-ISHLAH: Jurnal Pendidikan, 14(2), 1145–1156. https://doi.org/10.35445/alishlah.v14i2.1034 DOI: https://doi.org/10.35445/alishlah.v14i2.1233
Taufikurrahman, T. (2021). Kepemimpinan Kepala Sekolah di Era Digital. Proceeding: Islamic University of Kalimantan. https://dx.doi.org/10.31602/piuk.v0i0.4713
Utaminingsih, E. S., Puspita, M. A., Ihsandi, A., Intania, B. Y., Prasetya, A. T., & Ellianawati, E. (2023). A systematic literature review: the role of character-based digital literacy in 21st century learning in elementary schools. Jurnal Penelitian Pendidikan IPA, 9(10), 829–840. https://doi.org/10.29303/jppipa.v9i10.6279 DOI: https://doi.org/10.29303/jppipa.v9i10.4858
Vuorikari, R., Punie, Y., Gomez, S. C., & Van Den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Joint Research Centre. https://doi.org/10.2791/11517
Widiyawati, Y., Sari, D. S., & Widiati, I. S. (2023). Teacher Experience of Ethnoscience: Local Wisdom in Independent Curriculum Implementation. Jurnal Penelitian Pendidikan IPA, 9(12), 11231–11241. https://doi.org/10.29303/jppipa.v9i12.5748 DOI: https://doi.org/10.29303/jppipa.v9i12.5748
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd. https://doi.org/10.1145/357401.357402 DOI: https://doi.org/10.1145/357401.357402
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3 DOI: https://doi.org/10.1007/s10833-021-09417-3
License
Copyright (c) 2026 Sundahry, Syahrial, Yantoro, Destrinelli
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
