TPACK Practice in Indonesia: Implementation, Learning Outcome, and TPACK Literacy
DOI:
https://doi.org/10.22437/langue.v3i2.46541Keywords:
TPACK, education technology, teacher literacy, learning outcomes, digital pedagogyAbstract
This study investigates the practice of Technological Pedagogical Content Knowledge (TPACK) in Indonesia, focusing on three key dimensions: implementation, learning outcomes, and teacher literacy. In response to the evolving demands of 21st-century education, this research aims to explore how Indonesian educators integrate technology within pedagogical and content frameworks. Using a qualitative literature review method, the study analyzed 53 scholarly articles published between 2016 and 2024. The findings suggest that TPACK implementation in Indonesia shows growing trends, particularly in the contexts of online and blended learning. Teachers who effectively applied TPACK strategies reported improved student engagement, motivation, and academic performance. However, several challenges remain, including limited access to digital infrastructure, inconsistent professional training, and varying levels of TPACK literacy among educators. The study highlights that while the framework holds promise, its sustainable application requires systemic support through policy, training, and institutional readiness. These insights contribute to the discourse on digital pedagogy in developing contexts and emphasize the importance of enhancing teacher competencies to align with future education demands.
Downloads
References
Abror Huda, T., &Yayah Haenilah, E. (2023). Program For Developing Rural Area Elementary School Teachers Professionalism Based on TPACK: Review Empirical And Reflective. In Journal of Adaptive Education (Vol. 1, Issue 1).
Adelia, D. A. P. T. Y., Puspita, N. P. D., Noviyanti, P. L., Atmaja, I. M. D., &Murtini, N. M. W. (2023). Penerapan pembelajaran diferensiasi dalam pembelajaran trigonometri untuk kelas X SMAN 4 Denpasar. Jurnal Pembelajaran dan Pengembangan Matematika, 3(2), 226–234.
Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological pedagogical content knowledge (Tpack) in action: Unraveling indonesian english as a foreign language teachers’ tpack by implementing telegram. Call-Ej, 22(3), 17–32.
Al-Shehri, M. S. (2020). Effect of differentiated instruction on the achievement and development of critical thinking skills among sixth-grade science students. International Journal of Learning, Teaching and Educational Research, 19(10), 77–99.
Ammade, S., Mahmud, M., Jabu, B., & Tahmir, S. (2020). TPACK model based instruction in teaching writing: An analysis on TPACK literacy. International Journal of Language Education, 4(1). https://doi.org/10.26858/ijole.v4i2.12441
Arif, R. M., Arif, R. N. H., Farid, M., &Hidayanti, A. R. (2024). Penerapan pendekatan pembelajaran berdiferensiasi mixed TPACK terhadap hasil belajar. PEDAGOGIKA, 15(2), 18–27.
Arora, E., & Nagpal, C. (2020). ICT: A boon for higher education in 21st century. South Asian Journal of Marketing & Management Research, 10(8), 46–52.
Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1). https://doi.org/10.1177/1744987117741667
Brown, D. A. (2018). Instructor-student conferencing as pedagogy: Measuring ISC pedagogy's impact on student writing and self-efficacy (Doctoral dissertation, Indiana University of Pennsylvania).
Dahler, A., Jaenuddin, R., Safitri, S., Muharromah, A., Lupia, L., & Dewi, S. (2024). Pelatihan dan pendampingan pembuatan desain pembelajaran berdiferensiasi sebagai upaya pengembangan kompetensi pedagogik guru. Jurnal Pendidikan dan Pengabdian Masyarakat, 7(1), 27–35.
Darmawan, P., &Sa’diyah, H. (2024). Keragamanpesertadidik dan target kurikulum di sekolahdasar. JurnalTeladan: JurnalIlmu Pendidikan dan Pembelajaran, 9(2), 59–68.
Drajati, N. A., So, H. J., Rakerda, H., Maret, M. I. N. S., & Sulistyawati, H. (2023). Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers’ TPACK Confidence and Beliefs. Journal of Asia TEFL, 20(2). https://doi.org/10.18823/asiatefl.2023.20.2.5.300
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative Content Analysis. Sage Open, 4(1). https://doi.org/10.1177/2158244014522633
Elviya, D. D. (2023). Penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka pada pembelajaran Bahasa Indonesia kelas IV Sekolah Dasar di SDN Lakarsantri I/472 Surabaya. JurnalPenelitian Pendidikan Guru Sekolah Dasar, 11(8).
Fatmawati, F., Ermiana, I., &Oktaviyanti, I. (2021). Pelaksanaan pembelajaran tematik dengan pendekatan saintifik di SDN 1 Kediri Selatan Tahun Ajaran 2021/2022. JurnalIlmiahProfesi Pendidikan, 6(4), 575–581.
Gozali, I., Lie, A., & Tamah, S. M. (2023). Examining Language Teachers’ Change in TPACK-HOTS Self-Perception during the COVID-19 Pandemic in Indonesia. CALL-EJ, 24(1).
Gusneli, R. (2024). Pembelajaran berdiferensiasi dalam menulis teks berita di SMPN 7 Kota Jambi. Aksara.
Hasibuan, S. S., Dewi, U., & Daulay, S. H. (2022). A Review of The Literature on The Development of English Instructors’ TPACK In Indonesia. Jurnal As-Salam, 6(2). https://doi.org/10.37249/assalam.v6i2.479
Helppolainen, S., &Aksela, M. (2020). Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK). Teknologiakemianopetuksessa, 1(1), 2–2.
Hill, J. E., & Uribe-Florez, L. (2019). Understanding Secondary School Teachers’ TPACK and Technology Implementation in Mathematics Classrooms. International Journal of Technology in Education, 3(1). https://doi.org/10.46328/ijte.v3i1.8
Ibrohim, I., Purwaningsih, E., Munzil, M., Hidayanto, E., Sudrajat, A. K., Saefi, M., & Hassan, Z. bin. (2022). Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey. Eurasia Journal of Mathematics, Science and Technology Education, 18(9). https://doi.org/10.29333/ejmste/12282
Kurt, S. (2019). TPACK: Technological Pedagogical Content Knowledge Framework - Educational Technology. Educational Technology.
Kusuma, I. P. I. (2021). Tpack-related programs for pre-service english teachers: An in-depth analysis on efforts and issues of ict integration. Cakrawala Pendidikan, 40(1). https://doi.org/10.21831/cp.v40i1.28820
Kusuma, I. P. I. (2022). How Does a TPACK-related Program Support EFL Pre-service Teachers’ Flipped Classrooms? LEARN Journal: Language Education and Acquisition Research Network, 15(2).
Kuzmina, N. M., Samusenko, P. F., & Kuzmin, A. V. (2022, June). About some aspects of the organization of students individual work at pedagogical universities in the process of teaching classical optimization methods. In Journal of Physics: Conference Series (Vol. 2288, No. 1, p. 012009). IOP Publishing.
Kong, H., & Kim, W. (2019). Generating summary sentences using adversarially regularized autoencoders with conditional context. Expert Systems with Applications, 130, 1–11.
Kotryakhov, N. V., Masalimova, A. R., Sizova, Z. M., & Kurbanov, R. A. (2019). Development of university students’ motivation with the help of e-learning. Ilkogretim Online, 18(3).
Li, S., Liu, Y., & Su, Y. S. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities according to Teaching Stages and Educational Levels. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14127176
Lopes, A. P., & Soares, F. (2017). What do students of a higher education institution think about flipped learning? EDULEARN17 Proceedings, 2759–2766.
Martina, F., Afriani, Z. L., & Aryani, S. (2022). Teachers’ TPACK in Teaching EFL during Covid-19 Pandemic. Linguists : Journal Of Linguistics and Language Teaching, 8(1). https://doi.org/10.29300/ling.v8i1.7302
Martínez-Jiménez, R., & Ruiz-Jiménez, M. C. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3), 100422.
Masalimova, A., &Kotryakhov, N. V. (2019). Development of university students’ motivation with the help of e-learning.
Maulidia, F. R., &Prafitasari, A. N. (2023). Strategi pembelajaran berdiferensiasi dalam memenuhi kebutuhan belajar peserta didik. ScienceEdu, 55–63.
Mayring, P. A. E. (2022). Qualitative content analysis. In International Encyclopedia of Education: Fourth Edition. https://doi.org/10.1016/B978-0-12-818630-5.11031-0
Meileni, H., Satriadi, I., Oktapriandi, S., & ... (2022). The Implementation of Tpack Framework Based Interactive Digital Learning for Cruise Vocational School (SMKP) Sinar Bahari Palembang. 5th FIRST T1 T2 …. https://www.atlantis-press.com/proceedings/first-t1-t2-21/125970281
Miholca, D. L., & Czibula, G. (2019). DynGRAR: A dynamic approach to mining gradual relational association rules. Procedia Computer Science, 159, 10–19.
Minda, S. (2020). Online learning and students’ motivation: A research study on the effect of online learning on students’ motivation in IAIN Padangsidimpuan. In International Online Conference on English and Education (Vol. 1, No. 1, pp. 87–101).
Mosa, A. A., Mohd. Naz’ri bin Mahrin, &Ibrrahim, R. (2016). Technological aspects of e-learning readiness in higher education: A review of the literature. Comput. Inf. Sci., 9(1), 113–127.
Muhsin, R. H. B., & Aziz, I. N. (2021). The effect of online gamification learning on students' motivation and students' writing descriptive text. JEET, Journal of English Education and Technology, 1(04), 256–266.
Nasution, S. M. (2020). Online learning and students’ motivation: A research study on the effect of online resources in TPACK implementation.
Ndruru, F. K., Pardede, H., &Sitinjak, E. K. (2024). Identifikasi miskonsepsi menggunakan four-tier diagnostic test pada materi kalor kelas VII SMP Negeri 13 Medan. Jurnal Pendidikan Fisika Undiksha, 14(1), 432–442.
Nurazijah, M., Lailla, S., &Rustini, T. (2023). Pendekatan berdiferensiasi pada pembelajaran IPS sebagai bentuk internalisasi konsep Merdeka Belajar. Journal on Education, 6(1), 1798–1805.
Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26, 127–137.
Özbay, Ö., &Sarıca, R. (2019). Tersyüzsınıfayönelikgerçekleştirilençalışmalarıneğilimleri: Bir sistematikalanyazıntaraması. Ahi Evran Üniversitesi SosyalBilimlerEnstitüsü Dergisi, 5(2), 332–348.
Pahdianti, O., Anwar, Y. A. S., Husniarti, B. S. A., &Lembayung, N. M. J. (2023). Penerapan model Problem Based Learning dengan pendekatan berdiferensiasi untuk meningkatkan hasil belajar siswa pada mata pelajaran kimia kelas X SMA 6 Mataram. Jurnal Asimilasi Pendidikan, 1(2), 97–103.
Paidi, Subali, B., & Handoyo, L. D. (2021). The mastery of technological, pedagogical, and content knowledge among Indonesian biology teachers. European Journal of Educational Research, 10(3). https://doi.org/10.12973/EU-JER.10.3.1063
Patra, S., & Sahu, K. K. (2020). Digitalisation, online learning and virtual world. Horizon Journal of Humanities and Social Science, 2(1), 45–52.
Polly, D., & Dias, L. B. (2009). TPACK: Where do we go now? TechTrends, 53(5). https://doi.org/10.1007/s11528-009-0324-4
Purnasari, F. O. (2024). Strategi meningkatkan pemahaman belajar peserta didik melalui pembelajaran berdiferensiasi. Jurnal Pendidikan Kewarganegaraan, 8(1), 129–135.
Rahmawati, N., Al-Muayyad, M. N. F., Rohmah, K., Fitri, A. N. N., & Damayanti, A. (2024). Differentiated instruction as a form of Merdeka Belajar in Arabic language learning. Arabiyatuna: Jurnal Bahasa Arab, 8(2), 873–896.
Rahmawati, S., Istyadji, M., &Irhasyuarna, Y. (2023). Development of science learning modules on the topic of biotechnology for differentiate learning independent learning curriculum for students in junior high school. J Adv Educ Philos, 7(6), 215–219.
Rahmi, A. (2020). ICT-based teaching resources for education: Implementation of TPACK in ELT in Indonesia. In Teacher Education and Professional Development in Industry 4.0 (pp. 366–371).
Rahmi, A., &Ashadi. (2020). ICT-based teaching resources for education: Implementation of TPACK in ELT in Indonesia.
Razak, A., Muttaqien, M. R., & Toni, T. (2024). Pelatihanpembelajaranberdiferensiasi dan penyusunanmodul ajar di SMPN 6 Balikpapan. JurnalPengabdian Masyarakat Profesi Guru, 1(1), 76–86.
Sandy, T. A., Sandy, T. A., Ismaniati, C., Abbas, S., & Dalu, Z. C. A. (2023). Research Trends based on Technological Pedagogical Content Knowledge (TPACK) in Indonesia: A Systematic Review. Epistema, 4(1).
Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences and Humanities Open, 3(1). https://doi.org/10.1016/j.ssaho.2021.100110
Sari, I. G. A. D. A., Riastini, P. N., &Margunayasa, I. G. (2023). Analisispenerapanpembelajaranberdiferensiasi di SD. Mimbar Pendidikan Indonesia, 4(3).
Sari, N., Alfiandra, A., &Erlande, R. (2023). Application of differentiated learning in view of content and process aspects to grade 7 middle school students. Journal of Education Technology Information Social Sciences and Health, 2(2), 795–801.
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106586
Septyana, E., Indriati, N. D., Indiati, I., &Ariyanto, L. (2023). Penerapanpembelajaranberdiferensiasiuntukmeningkatkanhasilbelajarpesertadidikkelas X Boga 1 SMK di Semarang pada materi program linear. Jurnal Sains Dan Edukasi Sains, 6(2), 85–94.
Stoilescu, D. (2014). Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge ( TPACK ). International Conferences on Educational Technologies 2014 and Sustainability, Technology and Education 2014, 59–66.
Suprapto, N., Sukarmin, S., Puspitawati, R. P., Erman, E., Savitri, D., Ku, C. H., & Mubarok, H. (2021). Research trend on TPACK through bibliometric analysis (2015-2019). International Journal of Evaluation and Research in Education, 10(4). https://doi.org/10.11591/IJERE.V10I4.22062
Tadayonifar, M., & Entezari, M. (2020). Does flipped learning affect language skills and learning styles differently? E-Learning and Digital Media, 17(4), 324–340.
Trisiana, A. (2014). Pengembangan model pembelajaran Character Project Citizen (CPC) untuk memperkuat nilai moral dalam pendidikan kewarganegaraan di sekolah menengah atas Surakarta. In Proseding Seminar Nasional, Surakarta: Universitas Muhammadiyah Surakarta.
Trisiana, A. (2014). Teachers’ role in 21st-century education: Combining ICT and pedagogy in schools.
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4). https://doi.org/10.1080/09588221.2020.1868531
Tsipianitis, D., &Groumpos, P. (2018). University asynchronous distance learning programs to enhance interregional sustainable development. IFAC-PapersOnLine, 51(30), 346–351.
Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum Qualitative Sozialforschung, 20(3). https://doi.org/10.17169/fqs-20.3.3376
Wang, A. Y. (2022). Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning. Education and Information Technologies, 27(7). https://doi.org/10.1007/s10639-022-11033-4
Wijayanti, I. D. (2023, October). Analysis of implementation of independent curriculum: Diagnostic assessment and differentiated learning in elementary schools. In SyekhNurjati International Conference on Elementary Education (Vol. 1, pp. 134–143).
Wuryaningtyas, E. T., &Setyaningsih, Y. (2020). Urgensipengembangan TPACK bagi guru bahasa Indonesia. BAHASTRA, 40(2). https://doi.org/10.26555/bahastra.v40i2.16898
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language.
Yanuarto, W. N., &Hapsari, I. (2023). Secondary school teachers’ development in TPACK, ICT literacy, and high-level learning.
Yılmaz, E. O., & Şimşek, N. (2022). Examining the effectiveness of discussion-oriented flipped learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 146–161.
Yunita, E., Rachmawati, F., &Hilaliyah, T. (2023). Meta analisis penerapan pembelajaran berdiferensiasi untuk meningkatkan hasil belajar siswa. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(10), 7499–7505.
Zainuddin, M., Waluyo, B., Kharis, M., & Nahdiyah, U. (2021). Integrating TPACK based HOTS-Textbooks: A case study to attest teaching style in primary school. Review of International Geographical Education Online, 11(5). https://doi.org/10.48047/rigeo.11.05.253
Zhoc, K. C., Webster, B. J., King, R. B., Li, J. C., & Chung, T. S. (2019). Higher education student engagement scale (HESES): Development and psychometric evidence. Research in Higher Education, 60, 219–244.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Deana Adelya, Salasiah Ammade, Khadijah Maming
This work is licensed under a Creative Commons Attribution 4.0 International License.
