COMPARATIVE STUDY ON THE INTEGRATION OF TPACK IN TEACHING PRACTICES
DOI:
https://doi.org/10.33603/perspective.v13i2.10252Keywords:
Comparative study, TPACK, San Pedro UniversityAbstract
This study aims to compare the levels of mastery and implementation of Technological Pedagogical Content Knowledge (TPACK) in three study programs at San Pedro University (UNISAP): English Language Education (PBI), Primary School Teacher Education (PGSD), and Physical Education, Health, and Recreation (PJKR). The background of this study is the need to strengthen the integration of technology, pedagogy, and content in digital-based higher education. The research uses a comparative quantitative approach involving 30 lecturers (10 per Study Program) selected through purposive sampling. Data were collected using a TPACK questionnaire based on seven dimensions and analyzed with descriptive statistics and one-way ANOVA to determine differences between programs. Results show that PBI lecturers have the highest TPACK scores (average 4.61), followed by PGSD (4.18) and PJKR (3.93). ANOVA tests indicate significant differences (F (2,27) = 7.932, p < 0.01). Further Tukey HSD tests reveal significant differences between PBI and PJKR (p = 0.004) and between PBI and PGSD (p = 0.026), while the difference between PGSD and PJKR is not significant (p = 0.111). These results indicate the influence of factors such as disciplinary characteristics, technological readiness, and institutional support on variations in TPACK mastery. This study recommends the development of lecturer training tailored to the needs of each study program as a strategy to enhance professional capacity in technology integration in teaching.
References
Agustina, I., Rahmawati, T., & Mulyani, S. (2024). Integration of adaptive technology in higher education learning: Challenges and strategies. Journal of Educational Technology Innovation, 11(1), 88–101.
Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2018). Introduction to research in education (10th ed.). Boston: Cengage Learning.
Astarina, D., Sujatna, E. T. S., & Heryono, R. (2024). Lecturers’ perceptions of TPACK implementation in post-pandemic online teaching. Indonesian Journal of Education, 9(2), 145–158.
Chang, C.-F., Annisa, N., & Chen, K.-Z. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13160-6
Ghozali, I. (2018). Application of multivariate analysis with IBM SPSS 25 program. Semarang: Diponegoro University Publishing Agency.
Huang, Y. (2025). Exploring TPACK in Higher Education: Huang Presents at EERA 2025. Indiana University of Pennsylvania News. Retrieved from https://www.iup.edu/pse/news/2025/03/exploring-tpack-in-higher-education-huang-presents-at-eera-2025.html
Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2019). Examining teachers’ TPACK levels and usage in education. Education and Information Technologies, 24(1), 25–50. https://doi.org/10.1007/s10639-018-9768-4
Ministry of Education, Culture, Research, and Technology (Kemendikbudristek). (2022). Guidelines for the Implementation of Merdeka Belajar Kampus Merdeka. Jakarta: Directorate General of Higher Education.
Koehler, M. J., Mishra, P., & Cain, W. (2017). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19.
Kusuma, D. (2020). Improving EFL pre-service teachers’ TPACK through collaborative lesson design. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 271–284. https://doi.org/10.21093/ijeltal.v4i2.634
Lestari, S., & Hidayat, T. (2023). Analysis of Technology Utilization in University Lecturers’ Teaching. Journal of Educational and Teaching Innovation, 9(2), 145–158.
Mishra, P., & Koehler, M. J. (2016). Introducing Technological Pedagogical Content Knowledge. In Handbook of Technological Pedagogical Content Knowledge for Educators (2nd ed., pp. 7–30). New York: Routledge.
Oktaviani, H., & Utami, N. S. (2024). Teacher readiness in facing technology integration in the Merdeka Belajar curriculum. Journal of Technology and Learning, 8(1), 23–35.
Ozudogru, F., & Hismanoglu, M. (2020). A comparative study of English instructors’ TPACK in terms of some variables. Education and Information Technologies, 25, 65–87. https://doi.org/10.1007/s10639-019-09937-0
Pertiwi, D. (2021). Constraints and Strategies of Teachers in Online Teaching. Journal of Elementary Education, 12(1), 44–52.
Pratama, A., & Ariyanti, D. (2022). Integration of the TPACK Model in English Language Teaching in Secondary Schools. Journal of Educational Development, 10(1), 55–63.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2021). The Impact of TPACK-Based Teacher Training on Digital Learning Readiness. International Journal of Emerging Technologies in Learning, 16(2), 43–56.
Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2021). The effect of flipped problem-based learning model integrated with LMS-Google Classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 9(1), 71–83. https://doi.org/10.17478/jegys.723465
Sari, E. K., & Rachmawati, T. (2019). Constraints of physical education teachers in using instructional technology. Indonesian Journal of Physical Education, 5(2), 112–122.
Sari, N. M., & Rachmawati, R. (2019). Development of Teachers’ Technopedagogical Competence through TPACK-Based Training. Journal of Information and Communication Technology Education, 6(1), 12–21.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
Sugiyono. (2019). Quantitative, qualitative, and R&D research methods. Bandung: Alfabeta.
Utari, S., Widodo, A., & Nugraha, S. (2024). Development of TPACK competence of elementary school teachers through differentiated learning. Journal of Basic Education and Learning, 14(1), 45–60.
Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343. https://doi.org/10.1177/0735633117713114
Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2021). Developing and validating a TPACK instrument for university teachers incorporating data-driven decision making for smart education. Computers & Education, 173, 104281. https://doi.org/10.1016/j.compedu.2021.104281
Yulia, H. (2020). Online Learning to Prevent the Spread of COVID-19 in Indonesian Higher Education Institutions. ETLI Journal, 9(2), 48–56.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Manusetus Mola, Made Hery Santosa, Priska Ernestina Tenda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
