A Mixed Methods Study to Address the Integration of TPACK in Elementary School Students' Learning Process

Authors

Siti Ni'matul Fitriyah , Eddy Sutadji , Radeni Sukma Indra Dewi , Shirly Rizki Kusumaningrum

DOI:

10.29303/jppipa.v10i8.7645

Published:

2024-08-31

Issue:

Vol. 10 No. 8 (2024): August: In Press

Keywords:

Learning process, Mixed methods study, Technology, TPACK

Research Articles

Downloads

How to Cite

Fitriyah, S. N., Sutadji, E., Dewi, R. S. I., & Kusumaningrum, S. R. (2024). A Mixed Methods Study to Address the Integration of TPACK in Elementary School Students’ Learning Process. Jurnal Penelitian Pendidikan IPA, 10(8), 5825–5836. https://doi.org/10.29303/jppipa.v10i8.7645
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.

References

Alharbi, H. E. (2019). An Arabic assessment tool to measure Technological Pedagogical and Content Knowledge. Computers and Education, 142(August), 1–9. https://doi.org/10.1016/j.compedu.2019.103650

Amalia, R., & Radiansyah. (2023). Implementasi Model PBL Pendekatan TPACK Media Interaktif Untuk Meningkatkan Aktivitas dan Berpikir Kritis Siswa SD. Jurnal Pendidikan Tambusai, 7(3), 23233–23242.

Ardiansyah, Risnita, & Jailani, M. S. (2023). Teknik Pengumpulan Data Dan Instrumen Penelitian Ilmiah Pendidikan Pada Pendekatan Kualitatif dan Kuantitatif. Jurnal IHSAN : Jurnal Pendidikan Islam, 1(2), 1–9. https://doi.org/https://doi.org/10.61104/ihsan.v1i2.57

Atmojo, I., Matsuri, Chumdari, Adi, F., Ardiansyah, R., & Saputri, D. (2023). Pelatihan Integrasi Model Pembelajaran dalam Learning Management System ( LMS ) Berbasis Project untuk Meningkatan Kompetensi Pedagogi Guru Sekolah Dasar Roy Ardiansyah , Dwi Yuniasih Saputri Pendidikan Guru Sekolah Dasar , FKIP , Universitas Sebelas Mare. 4(2), 412–420. https://doi.org/10.33394/jpu.v4i2.7694

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2016). 6A Review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In Handbook of technological pedagogical content knowledge (TPACK) for educators, (hal. 97–116) Routledge. https://doi.org/10.4324/9781315771328

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31–51.

Chaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers’ TPACK development. Computers and Education: Artificial Intelligence, 3(June 2021). https://doi.org/10.1016/j.caeai.2022.100064

Cipta, F., Sukmayadi, Y., Milyartini, R., Kholid, D. M., & Gunara, S. (2024). Technological Pedagogical and Content Knowledge (TPACK) Integration in Teaching Music : A Perception of High School Music Teacher. paedagogy: Jurnal Penelitian dan Pengembangan Pendidikan, 11(2), 255–265.

Creswell, J. ., & Clark, V. L. . (2011). Mendesain dan Melaksaakan Mix Methods Research (2 ed.). Pustaka Pelajar.

Dewi, R. S. I., Suciptaningsih, O. A., Anggraini, A. E., Kusumaningrum, S. R., & Mudrikah. (2023). Analisis Implementasi Kurikulum Merdeka pada Sekolah Penggerak di SDN 1 Selorejo Kecamatan Dau Kabupaten Malang. Jurnal Simki Pedagogia, 6(2), 500–511. https://doi.org/10.29407/jsp.v6i2.327

Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. International Handbook of Research on Teachers’ Beliefs, February, 403–418. https://doi.org/10.4324/9780203108437-33

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers and Education, 130, 81–93. https://doi.org/10.1016/j.compedu.2018.11.010

Filgona, J., Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ Pedagogical Content Knowledge and Students’ Academic Achievement: a Theoretical Overview. Journal of Global Research in Education and Social Science, 14(2), 14–44. https://www.researchgate.net/publication/344199882

Gabdulchakov, V. F. (2014). Pedagogical Skills of the Teacher and the Degree of Creative Self-realization of a Student in Conditions of University Educational Space. Procedia - Social and Behavioral Sciences, 146, 426–431. https://doi.org/10.1016/j.sbspro.2014.08.149

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010

Halim, A., Rizki, M. A., Rahmatan, H., Syukri, M., Wahyuni, A., & Yusrizal, Y. (2024). Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test. Jurnal Penelitian Pendidikan IPA, 10(2), 896–904. https://doi.org/10.29303/jppipa.v10i2.6622

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related lnstructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570

Hazizah, Z., & Rigianti, H. A. (2021). Kesenjangan Digital di Kalangan Guru SD dengan Rentang Usia 20-58 Tahun di Kecamatan Rajabasa. Jurnal Pendidikan Modern, 7(1), 1–7.

Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators: Second edition. In Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators: Second Edition. https://doi.org/10.4324/9781315771328

Hidayati, N., Setyosari, P., & Soepriyanto, Y. (2019). Kompetensi Technological Pedagogical Content Knowledge (TPACK) Guru Soshum Setingkat SMA. Jurnal Kajian Teknologi Pendidikan, 1(4), 291–298.

Hikmah, F., & Radiansyah. (2023). Implementasi Model PBL Dan Pendekatan TPACK Media Interaktif Meningkatkan Kemampuan Berpikir Kritis Serta Hasil Belajar. Jurnal Pendidikan Sosial dan Konseling, 1(3), 288–296. https://doi.org/10.47233/jpdsk.v1i3.237

Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S., & Tsai, C. C. (2021). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences. Educational Studies, 47(6), 734–750. https://doi.org/10.1080/03055698.2020.1729099

Hume, A., Cooper, R., & Borowski, A. (2019). Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. In Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. https://doi.org/10.1007/978-981-13-5898-2

Irvy, I. I. (2020). Understanding the Learning Models Design for Indonesian Teacher. International Journal of Asian Education, 1(2), 95–106. https://doi.org/10.46966/ijae.v1i2.40

Kemendikbud. (2022). Data Statistik Pendidikan dan Kebudayaan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716

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

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848

König, J., Bremerich-Vos, A., Buchholtz, C., & Glutsch, N. (2020). General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of Curriculum Studies, 52(6), 800–822. https://doi.org/10.1080/00220272.2020.1752804

Lachner, A., Fabian, A., Franke, U., Prei, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Computers & Education Fostering pre-service teachers ’ technological pedagogical content knowledge ( TPACK ): A quasi-experimental field study. 174(February). https://doi.org/10.1016/j.compedu.2021.104304

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE Publications, Inc.

Mishra, & Koehler, M. (2008). Introducing Technological Pedagogical Content Knowledge. The Language of Science Education, March. https://doi.org/10.1007/978-94-6209-497-0_95

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Mohammad-Salehi, B., Vaez-Dalili, M., & Tabrizi, H. H. (2021). Investigating factors that influence EFL teachers’ adoption of Web 2.0 technologies: Evidence from applying the UTAUT and TPACK. Tesl-Ej, 25(1), 1–21.

Niederhauser, D. S., & Lindstrom, D. L. (2018). Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions. 335–355. https://doi.org/10.1007/978-3-319-71054-9_23

Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c

Nuruzzakiah, N., Hasanuddin, H., Artika, W., Supriatno, S., & Rahmatan, H. (2022). Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers. Jurnal Penelitian Pendidikan IPA, 8(1), 325–335. https://doi.org/10.29303/jppipa.v8i1.1166

Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology? Journal of Research on Technology in Education, 50(4), 282–304. https://doi.org/10.1080/15391523.2018.1487350

P21. (2007). Framework for 21st century learning. http://www.p21.org/about-us/p21-framework

Pareto, L., & Willermark, S. (2019). TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice. In Journal of Educational Computing Research (Vol. 57, Nomor 5). https://doi.org/10.1177/0735633118783180

Roberd, C. B. (2017). Qualitative Research for Education.

Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers and Education, 157(June). https://doi.org/10.1016/j.compedu.2020.103967

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(September 2020). https://doi.org/10.1016/j.chb.2020.106586

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and Validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1016/j.compedu.2023.104740

Shafira, D. A., & Minsih. (2022). Blanded Learning dengan Desain Pembelajaran TPACK pada Tatap Muka Terbatas di Sekolah Dasar. Jurnal Basicedu, 6(3), 4622–4628. https://doi.org/10.31004/basicedu.v6i3.2914

Shulman, L. S. (1987). Knowledge and Teaching: Foundation of the New Reform (57(1)). Havard Educational Review.

Sofyan, S., Habibi, A., Sofwan, M., Yaakob, M. F. M., Alqahtani, T. M., Jamila, A., & Wijaya, T. T. (2023). TPACK–UotI: the validation of an assessment instrument for elementary school teachers. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01533-0

Sukaesih, S., Ridlo, S., & Saptono, S. (2017). Analisis Kemampuan Technological Pedagogical and Content Knowledge (Tpack) Calon Guru Pada Mata Kuliah Pp Bio. 21, 58–64.

Suryani, T., Rahayu, W., & Saptono, A. (2021). Development and Validation Technological Pedagogical Content Knowledge (TPACK) Instrument for Teacher Mathematics in Elementary School. International Journal of Multicultural and Multireligious Understanding, 8(8), 445. https://doi.org/10.18415/ijmmu.v8i8.2951

Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2

UNESCO. (2021). Global Education Monitoring Report: Gender Equality in Education. Paris: UNESCO Publishing.

Urban, E. R., Navarro, M., & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education, 73, 81–89. https://doi.org/10.1016/j.tate.2018.03.013

Urbina, A., & Polly, D. (2017). Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics. International Journal of Information and Learning Technology, 34(5), 439–451. https://doi.org/10.1108/IJILT-06-2017-0054

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x

Wahyuni, M. (2020). Statistik Deskriptif untuk Penelitian Olah Data Manual dan SPSS Versi 25. Bintang Pustaka Madani.

Yanti, M., & Mawarwati. (2023). Analisis Technological Pedagogical and Content Knowledge (TPACK) Mahasiswa Calon Guru SD Pada Materi IPA. Jurnal Elementaria Edukasia, 6(3), 1138–1148. https://doi.org/10.31949/jee.v6i3.6312

Yusella, Y., Kusumaningrum, S. R., & Dewi, R. S. I. (2022). Utilization of Media GELIBO (Gemar Literasi dengan Flipbook) for Fourth Grader at Elementary School. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(12), 5653–5659. https://doi.org/10.54371/jiip.v5i12.1162

Zainulloh, Shirly Rizki Kusumaningrum, & Radeni Sukma Indra Dewi. (2022). Review Empowerment 21st Century Skills in Elementary School Science Learning through Need for Flipbook based Digital Teaching Materials. Formosa Journal of Sustainable Research, 1(7), 1213–1222. https://doi.org/10.55927/fjsr.v1i7.2298

Author Biographies

Siti Ni'matul Fitriyah, Universitas Negeri Malang

Eddy Sutadji, Universitas Negeri Malang

Radeni Sukma Indra Dewi, Universitas Negeri Malang

Shirly Rizki Kusumaningrum, Universitas Negeri Malang

License

Copyright (c) 2024 Siti Ni'matul Fitriyah, Eddy Sutadji, Radeni Sukma Indra Dewi, Shirly Rizki Kusumaningrum

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).