Implementation of Teaching Modules with the TPACK Approach in Tembang Macapat Learning

This study investigates the level of TPACK competence and technology integration self-efficacy beliefs among junior and senior high school science teachers of Ifugao. While existing research has explored TPACK and self-efficacy in general educational contexts, there is a notable gap in understanding the TPACK competence and technology integration self-efficacy beliefs among science teachers in junior and senior high schools of Ifugao. Using a descriptive-correlational research design, a 4-point modified Likert scale survey questionnaire was employed to gather necessary data from randomly selected one hundred (100) junior and senior high school science teachers in Ifugao. Pearson r, t-test, and ANOVA with Scheffe’s Post-Hoc test were employed to test null hypotheses. Results showed that teachers had demonstrated proficiency in leveraging technology to enhance student engagement and learning outcomes, as evidenced by their experience with TPACK competencies. On the other hand, their technology integration self-efficacy belief was at an expert level, indicating a high level of self-assurance in integrating technology, adapting pedagogical approaches, and delivering science lessons using various digital tools. Additionally, the findings suggest a strong correlation between science teachers' TPACK competence and their self-efficacy beliefs regarding technology integration. Younger science teachers show higher Technological Content Knowledge (TCK) competence than older age groups. The number of training sessions or seminars attended has been proven to be a crucial factor influencing competence in TPACK, technology integration, and self-efficacy beliefs. The results contribute to the growing body of research on TPACK and self-efficacy, highlighting the importance of supporting science teachers in developing their technological, pedagogical, and content knowledge to enhance student learning outcomes. This provides insights into the current state of technology integration in science education in Ifugao and informs recommendations for teacher professional development and educational policy.

Madrasah Ibtidaiyah (MI) Darussalam Paiton faces challenges in utilizing digital technology in the learning process due to limited facilities and low digital literacy among students and teachers. This issue affects the optimal use of technology as a learning tool and the lack of parental support for technology-based education at home. To address these challenges, a community service program was implemented, consisting of digital literacy training and mentoring for MI Darussalam’s students and teachers. The program included training on the use of technology devices, integration of technology in learning, and socialization for parents on the importance of digital literacy. The results of this program showed a significant improvement in students' digital literacy understanding, teachers' ability to integrate technology into teaching, and increased awareness and support from parents. However, some students and parents still require additional assistance. Based on these findings, it is recommended that further training programs and increased access to technological resources at school and home be pursued to ensure the sustainability of the program.

This research is aimed to find out TPACK of high school in-service Physics teachers in North Maluku by using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics, whereas teachers’ TPACK differences in gender and experience of teaching were analysed using Mann Whitney test by SPSS 20 because the samples were small samples. The result of data analysis shows that TPACK perception of senior high school in-service Physics teachers is still in the low category. The components are TK, TCK, TPK, and TPCK that related to technology. Based on gender data analysis, it is known that there is significant difference only on TCK component, whereas based on teachers’ experience of teaching, significant differences were found in components of PK, PCK, and TPCK. Based on these research result can be conclude that TPACK of teachers are still constrained on components related to technology so that the ability of teachers in integrating technology in learning is still not maximized.

<p>Integration of technology in science instruction in special education context can be done within the technological, pedagogical, and content knowledge (TPACK) framework. Therefore, special education teachers are expected to have a good level of TPACK. This study aimed to explore the level of teachers TPACK in science instruction for students with special needs and to compare the TPACK level of teachers based on their gender. This research used a quantitative approach with survey method. The respondents of this study were special education teachers (N= 44). The data collection method was through a survey using the TPACK survey instrument. The validation result used the Pearson Correlation showed value per statement ranging from 0.504 - 0.904. Reliability showed in the Cronbach's coefficient Alpha for internal consistency value of 0.856 (high). The data analysis technique used was the descriptive statistical analysis technique and the independent sample t test. The results showed that the total average of all TPACK domain is concluded in good category with mean score 81.29. The t test calculation showed that the t value (0.123) is less than the critical t value in the t table (2.085). The p value obtained was 0.90, greater than 0.05. Therefore, Ho is accepted. The issue of gender equality that has begun to be implemented in Indonesia can be the reason for the loss of technological mastery differences. In conclusion, TPACK mastery of special education teachers in science instruction was not differentiated by teacher gender with p>0.05.</p>

With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers’ self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers’ high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning.

Abstrak Penelitian ini bertujuan menganalisis efektivitas penerapan metode kooperatif tipe Group Investigation dalam meningkatkan hasil belajar Pendidikan Agama Islam pada siswa kelas II MTs Uswatun Hasanah. Penelitian menggunakan pendekatan penelitian tindakan kelas dengan subjek sebanyak 39 siswa. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam hasil belajar siswa setelah penerapan metode Group Investigation. Rata-rata nilai pre-test awal sebesar 36,63, dengan tidak ada siswa yang mencapai Kriteria Ketuntasan Minimal. Setelah siklus I dengan metode konvensional, 21,4% siswa mencapai Kriteria Ketuntasan Minimal, sedangkan pada siklus II setelah penerapan metode kooperatif tipe Group Investigation, persentase siswa yang mencapai Kriteria Ketuntasan Minimal meningkat menjadi 89,48%. Temuan ini menunjukkan bahwa metode kooperatif tipe Group Investigation efektif meningkatkan hasil belajar Pendidikan Agama Islam siswa. Oleh karena itu, metode ini direkomendasikan untuk digunakan dalam proses pembelajaran guna meningkatkan prestasi siswa. Kata Kunci: Metode kooperatif, Group Investigation, hasil belajar, Pendidikan Agama Islam, penelitian tindakan kelas. Abstract This study aims to analyze the effectiveness of the cooperative learning method, specifically the Group Investigation type, in improving learning outcomes in Islamic Religious Education for second-grade students at MTs Uswatun Hasanah. This research employed a classroom action research approach involving 39 students as subjects. The results showed a significant improvement in students' learning outcomes after applying the Group Investigation method. The initial pre-test average score was 36.63, with no students meeting the Minimum Mastery Criteria. After the first cycle using conventional methods, 21.4% of students met the Minimum Mastery Criteria, which increased to 89.48% after the second cycle using the Group Investigation cooperative method. These findings indicate that the Group Investigation cooperative learning method is effective in enhancing students' learning outcomes in Islamic Religious Education. Therefore, this method is recommended for use in the learning process to improve student achievement. Keywords: Cooperative learning, Group Investigation, learning outcomes, Islamic Religious Education, classroom action research.

Teacher preparation programs in the Philippines continue to struggle with developing pre-service teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and self-regulatory competencies. Current studies show low levels of both TPACK and technology-based self-regulated English learning strategies (SRL), revealing a critical gap in the prevailing context. Hence, this study was conducted with the primary aim of identifying the level of TPACK and the usage of SRL of the pre-service teachers. Moreover, this specifically sought to determine if there is a significant relationship between their usage of SRL and their TPACK level. In doing so, this study used a descriptive-correlational design with 139 respondents selected through stratified random sampling, and the data were gathered through a structured survey and analyzed using Pearson r correlation. This was guided by the TPACK and SRL frameworks, with TPACK used to measure the pre service teachers’ level of technological, pedagogical, and content competence, and SRL used to assess their usage of self-management strategies. Together, these frameworks support the study’s aim of evaluating both constructs and examining their relationship. The results revealed that their TPACK level is average, and they usually use the SRL strategies. A significant relationship was also found between TPACK level and technology-based English SRL strategies, indicating that effective technological integration depends on a holistic understanding of how tools align with pedagogy and content. This enables the pre-service teachers to make metacognitively informed decisions, monitor learning, and apply strategies effectively. The findings suggest that teacher education programs should strengthen TPACK and SRL skills to promote more effective, pedagogically sound technology use in English learning.

The use of technology integration is the way of innovation in today’s world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students’ desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

Purpose – The advancement of digital technology has significantly transformed the field of education, including Islamic Religious Education (PAI) learning. In Indonesia, the increasing number of internet users and the adoption of technological devices reflect a broad digital transformation. The Merdeka Belajar program demonstrates the government's commitment to digitizing education, including PAI. However, in rural areas such as Gunungkidul Regency, integrating technology into PAI learning still faces challenges, such as limited infrastructure readiness and teachers’ digital competence. Therefore, this study aims to identify the level of digital technology utilization in PAI learning, evaluate teachers’ digital competence, analyze the impact of technology integration on learning effectiveness, and develop a digital technology integration model relevant to the local context. Design/methods/approach – This study employs a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews, documentation, and surveys involving 30 PAI teachers from 19 senior high schools (SMA) in Gunungkidul Regency, selected using a purposive sampling technique. The analysis is based on the Technology Acceptance Model (TAM) and Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to understand technology acceptance and teachers’ digital competence. Findings – The findings indicate that the utilization of digital technology in PAI learning is relatively widespread, with platforms such as Google Classroom, Moodle, and Edmodo being used. However, there are still gaps in infrastructure and teachers’ digital competence, particularly in creating interactive digital content. Most teachers still rely on simple presentation media and have not fully optimized technology for innovative learning. The integration of technology has been proven to enhance accessibility and interactivity in learning; however, it also poses challenges such as students’ dependency on technology and the limited training opportunities for teachers. To address these challenges, this study proposes a technology integration model that focuses on improving teachers’ digital competence, ensuring equitable infrastructure distribution, developing digital content, and implementing a hybrid learning model. Research implications – The findings provide recommendations for teachers, policymakers, and educational institutions to enhance the effectiveness of digital-based PAI learning. Several strategic steps are proposed, including intensive training for teachers in digital content creation, equalizing access to technology in remote areas, and implementing a hybrid learning model that combines conventional methods with digital technology. Furthermore, improving students’ digital literacy is also a crucial step to ensure that the integration of technology in PAI learning goes beyond mere accessibility and fosters a deeper understanding of Islamic values.

This study aims to improve student learning outcomes in Graphic Design subjects through the implementation of the Snowball Throwing learning model assisted by AhaSlides media in Grade X of SMK Negeri 1 Japara in the academic year 2024/2025. The research employed a quantitative approach using a pre-experimental design with the one group pretest-posttest design. The population of this study consisted of 70 students from Grade X of the Visual Communication Design program at SMK Negeri 1 Japara. The sample was determined through purposive sampling, selecting 35 students from class X DKV 1. Data collection techniques included observation and tests, which were administered as pretests and posttests. Data were analyzed using descriptive statistics and inferential tests with the assistance of SPSS version 26. The findings revealed a significant improvement in students’ learning outcomes after applying the Snowball Throwing model assisted by AhaSlides. The mean pretest score of 51.11 increased to 79.43 in the posttest. The paired sample t-test results confirmed a significant difference between the pretest and posttest scores at the 0.05 significance level. Thus, it can be concluded that the implementation of the Snowball Throwing model assisted by AhaSlides is effective in enhancing student learning outcomes in Graphic Design at SMK Negeri 1 Japara.

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.

Pre-service Geography teachers must be able to implement and develop technology in learning activities to effectively adapt to evolving educational demands, particularly in the context of the New Normal where e-learning has become integral to teaching and learning processes. TPACK (Technological Pedagogical and Content Knowledge) as a basic competency of pre-service Geography teachers in implementing e-learning in the New Normal era. Furthermore, the purpose of this study is to investigate the TPACK competencies of pre-service Geography teachers at the Universitas Negeri Malang and find a clear correlation between the TPACK constructions on pre-service Geography teachers. Then, this study uses a qualitative quantitative approach with a descriptive method with primary and secondary data collection. The population of this study were undergraduate students of the Geography Education Class of 2018 at Universitas Negeri Malang, while the sampling using the slovin method was 109 participants. Structural equation modeling (SEM) was employed to test the TPACK model, as it enables the analysis of complex relationships among the seven interrelated constructs within the framework. As a result, pre-service geography teachers have good TPACK competencies. The findings show that pre-service geography teachers are quite superior in the use of technology for learning (TPK). The focus of Content Knowledge (CK) that is being asked by pre-service geography teachers is in the scope of Anthroposphere. Meanwhile, the correlation between the TPACK constructs shows that each TPACK-forming factor has a varied correlation value. This revision clearly communicates the uneven distribution of competencies and highlights the need for targeted professional development, making the implications of the findings more explicit and actionable.

The limited number of empirical studies on the implementation of Technological Pedagogical and Content Knowledge (TPACK) in higher education highlights the need for further investigation, given its potential to enhance instructional effectiveness and students' mastery of course material. This study aims to analyze the application of TPACK-based learning in the Inovasi Pembelajaran course and to evaluate its impact on lecturer activity, student participation, and learning outcomes. The method employed was Classroom Action Research using the John Eliot model, involving 24 fifth-semester students from the Information Technology Education program selected through purposive sampling. Data were collected through observations of lecturer and student activities, as well as learning outcome tests, and analyzed descriptively to identify improvement trends across three cycles. The results show significant increases across all indicators: lecturer activity scores rose from 53.20 in Cycle I to 82.60 in Cycle III; student activity from 57.40 to 88.10; and learning outcomes from 60.20 to 87.50. These findings indicate that TPACK is an effective conceptual and practical framework for integrating technology, pedagogy, and content synergistically. The study concludes that systematic implementation of TPACK enhances instructional quality, lecturer competence, and student learning outcomes. The implications include theoretical contributions to the growing body of literature on TPACK integration in higher education, as well as practical recommendations for lecturers to design adaptive, interactive, and student-centered learning.

This study reviews the application of various innovative learning models in the context of 21st century education in Indonesia, with a focus on the application of Technological Pedagogical Content Knowledge (TPACK) and other cooperative learning methods. This study refers to the latest research (2020-2024) which examines the effectiveness of implementing TPACK in the Teacher Professional Education (PPG) program, Classroom Action Research (PTK) training oriented towards 21st century learning, as well as the use of creative digital learning media. like a webtoon comic. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. The results of this study show that the application of TPACK and other innovative learning methods has a positive impact in increasing teacher competence, student interest and involvement, as well as student learning outcomes. Technology-based learning models such as TPACK and Problem Based Learning (PBL) strategies combined with the Talking Stick method, have been proven to be able to improve students' critical thinking skills and activity in learning. This study concludes that collaboration between technology and pedagogy in learning has an important role in building an education system that is responsive to the demands and challenges of the digital era.

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.