Exploring the Relationship Between STEM-Based Learning and TPACK: A Systematic Literature Review
DOI:
10.29303/jppipa.v11i1.9113Published:
2025-02-12Issue:
Vol. 11 No. 1 (2025): JanuaryKeywords:
Content Knowledge, STEM learning, Technological Pedagogical, TPACKReview
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Abstract
This study explores the integration between STEM (Science, Technology, Engineering, and Mathematics) learning and the TPACK (Technological Pedagogical Content Knowledge) framework through a systematic literature review of articles published from 2018 to 2024. The review analyzes 11 Scopus-indexed studies selected using the Publish or Perish (PoP) application and relevant keywords. The findings reveal that the integration of STEM and TPACK positively impacts teacher efficacy and student engagement. This relationship is particularly evident in enhancing teaching practices and fostering students' TPACK skills, as demonstrated in studies utilizing mobile learning systems and workshops for creating electronic sound synthesizers. Factors such as self-efficacy, design thinking, and computational thinking are identified as significant predictors in this integration. The study highlights the potential of combining TPACK with STEM to improve educational outcomes and foster positive attitudes toward STEM among students. Although these findings provide valuable insights, further empirical validation is necessary to confirm the extent of STEM-TPACK integration's impact on teaching and learning. This research contributes to the discourse on advancing STEM education, emphasizing the importance of technology in addressing contemporary educational challenges and preparing learners for the future.
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Author Biographies
Kinanti Pangestu, Universitas Negeri Yogyakarta
Ikhlasul Ardi Nugroho, Universitas Negeri Yogyakarta
Unik Ambarwati, Universitas Negeri Yogyakarta
Puji Lestari, Universitas Negeri Yogyakarta
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Copyright (c) 2025 Kinanti Pangestu, Ikhlasul Ardi Nugroho, Unik Ambarwati, Puji Lestari

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