Profil Kemampuan Technological Pedagogical Content Knowledge (TPACK) Guru pada Pembelajaran Matematika
DOI:
https://doi.org/10.30605/proximal.v8i4.6707Keywords:
Technological Pedagogical Content Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Knowledge, Pembelajaran MatematikaAbstract
This study aims to examine the profile of teachers’ Technological Pedagogical Content Knowledge (TPACK) in mathematics instruction. The type of research employed is qualitative with a descriptive approach. The research subjects consisted of two Grade VIII mathematics teachers at UPT SMPN 2 Takalar. The instruments used for data collection included a self-assessment questionnaire, observation sheets, field notes, and interview guidelines. The data analysis techniques consisted of: (1) data organization, (2) data presentation, and (3) conclusion drawing. Data validity was ensured through source and technique triangulation. The results of the study indicate that the mathematics teachers’ TPACK is at a very good level, particularly in the areas of developing teaching modules, assessment, classroom management, selecting appropriate technology or instructional media, mastering subject matter, and integrating technological, pedagogical, and content aspects. However, in terms of implementation, several areas need improvement. These include deficiencies in the components of the teaching modules, teaching practices that are not fully aligned with the prepared modules, and instructional methods and strategies that have not been fully optimized to support the effectiveness of learning and students' understanding of statistical content. The process of guiding discussions and question-and-answer sessions needs to be further optimized to encourage more active student participation and promote independent understanding. While the teachers have demonstrated the ability to use technological, pedagogical, and content knowledge separately, there is still a need to enhance the integration of all three components simultaneously in the learning process.Downloads
References
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
Djam’an, N., Asrawati, N., Sappaile, B. I., & Sidjara, S. (2023). Development of a model of creative thinking based on mathematical literacy. World Transactions on Engineering and Technology Education (WTE&TE), 21(4), 273–279.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. https://doi.org/10.1016/j.chb.2012.01.011
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
Loughran, J., Mitchell, I., & Mitchell, J. (2004). Learning from teacher research. Teachers College Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
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
Moh’d, S. S., Uwamahoro, J., Joachim, N., & Orodho, J. A. (2021). Assessing the level of secondary mathematics teachers’ pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1970. https://doi.org/10.29333/ejmste/10883
Nahdi, D. S., & Jatisunda, M. G. (2020). Analisis Literasi Digital Calon Guru SD Dalam Pembelajaran Berbasis Virtual Classroom Di Masa Pandemi Covid-19. Jurnal Cakrawala Pendas, 6(2), 116–123. https://doi.org/10.31949/jcp.v6i2.2133
Neo, M., & Neo, K. T. K. (2009). Engaging students in multimedia-mediated learning—Students' perceptions. Educational Technology & Society, 12(2), 254–266. https://www.jstor.org/stable/jeductechsoci.12.2.254
Nahdi, D. S., & Jatisunda, M. G. (2020). Analisis Literasi Digital Calon Guru SD Dalam Pembelajaran Berbasis Virtual Classroom Di Masa Pandemi Covid-19. Jurnal Cakrawala Pendas, 6(2), 116–123. https://doi.org/10.31949/jcp.v6i2.2133
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
Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support, and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Perdani, H. N., & Azka, R. (2019). Teknologi Dan Pembelajaran Matematika Generasi Milenial. Proseding Sendika, 5(1), 508–514. http://eproceedings.umpwr.ac.id/index.php/sendika/article/view/778
Polly, D., Martin, C., Wang, C., Lambert, R., Pugalee, D. K., & Middleton, C. W. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In C. Angeli & N. Valanides (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 382–405). IGI Global. https://doi.org/10.4018/978-1-4666-9684-9.ch017
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st-century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Schleicher, A. (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/education/2030-project/
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R&D.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nurwati Djam'an, Fajar Arwadi, Adsyira Almukitra
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 this journal.
- 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.
