The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

Abstract

The study examined the factors affected teachers' Technology, Pedagogy and Content Knowledge (TPACK). Those factors are Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK) and Technology Pedagogy Knowledge (TPK). Curriculum 2013 has been applying for 5 years. However, an evaluation of how does the teacher deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and technology mastery (technology knowledge) is strongly suggested. The study was quantitative with an associative method involving 200 teachers in Salatiga region as samples drawn with simple random sampling. The results of the study showed that PK has a positive effect on TPACK, while TK and CK do not have a positive effect on TPACK. Furthermore, TK, TPK, PK have positive effects on TPK, and TPK has a positive effect on TPACK. This study also suggested that age influences the development of technological knowledge and if one of the knowledge is not possessed by a teacher, the learning process will achieve maximum outcomes.

A Review Correlations between TPACK of Teacher towards Learning and Innovation Skills of Students

“…The importance of mastering learning and innovation skills is needed because the students have to keep up-date with technological developments (Absari, Priyanto, & Muslikhin, 2020). TPACK of teachers as the basic framework for learning and innovation skills or 4C (Brown, Neal, & Fine, 2012).…”

“…Content knowledge refers to the lessons taught by the teacher, pedagogical knowledge refers to how the teacher delivers the material, and technological knowledge refers to the teacher's knowledge of integrating technology in teaching, especially in 21st century education (Sahrir et al, 2021;Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2012). TPACK teachers help and provide teachers' abilities and skills to apply technology in learning process (Absari, Priyanto, & Muslikhin, 2020;Goradia, 2018;Hsu, Liang, Chuang, Chai, & Tsai, 2020). According to Hong, Lin, & Lee (2019), the use of technology, especially information and communication technology (ICT) in education has increased access to education and learning with the assist of technology.…”

“…The existence of technology can help collaboration between students to think critically to solve problems given by the teacher (Chang et al, 2017). K13 with technology integration, the advantage for the students to make them more creative and innovative in utilizing the technology provided (Absari, Priyanto, & Muslikhin, 2020). One of the example that can be taken in correlation to these two variables is the research from Thang, Sim, Mahmud, Lin, Zabidi, & Ismail (2014) which uses instruments in the form of digital equipment in learning to obtain and process digital information can improve creativity and collaboration skills with one another.…”

“…Indonesia applies the 2013 Curriculum (K13) which will be achieved if teachers combine TK, CK, and PK in the learning process in the classroom. The 2013 Curriculum suggests that teachers have the competence to deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and mastery of technology (technology knowledge) called TPACK (Absari, Priyanto, & Muslikhin, 2020). TPACK is essentials for teachers when implementing learning using technology in 21st century education (Sahrir, Zaini, Hassan, Hamat, & Ismail, 2021).…”

The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid

“…Most of these studies used non-specific self-assessment instruments (e.g., [21,22]). The significance of individual knowledge domains that can be derived from such studies is inconsistent in that, for example, a direct influence on TPACK can be shown for TK in some studies, but not in others [23][24][25][26].…”