Technological, pedagogical, and content knowledge among mathematics teachers: Difference of teaching experience and certification status
Abstract
Background: Teachers continue to face challenges in applying Technological, Pedagogical, and Content Knowledge (TPACK) in classroom settings. Many mathematics teachers, in particular, lack adequate preparation and mastery of the three core components of TPACK.
Aim: This study aims to investigate and analyze differences in TPACK proficiency among mathematics teachers based on their teaching experience and certification status.
Method: Adopting a mixed-method approach with a sequential explanatory design, the study involved 65 Islamic Junior and Senior High School mathematics teachers in Palu City, selected through proportionate stratified random sampling. Additionally, four teachers were interviewed to gain deeper insights. The instruments used included TPACK questionnaires and structured interview guidelines.
Results: The findings revealed no significant differences in TPACK proficiency between certified and non-certified mathematics teachers. While teachers demonstrated a solid understanding of content and appropriate teaching methods, they seldom incorporated technology into their instruction. Furthermore, teaching experience showed no substantial impact on TPACK proficiency. Junior teachers were observed to have better familiarity with technology, while senior teachers exhibited greater adaptability in managing diverse classroom situations.
Conclusion: Certification status and teaching experience do not significantly influence TPACK proficiency among mathematics teachers. The primary barrier to integrating technology lies in limited access to adequate facilities. Continued professional development initiatives are essential to enhance teachers' technological competencies and their integration into classroom practices.
Keywords
Full Text:
PDFReferences
Akhwani, A., & Rahayu, D. W. (2021). Analisis Komponen TPACK Guru SD sebagai Kerangka Kompetensi Guru Profesional di Abad 21. Jurnal Basicedu, 5(4), 1918–1925. https://doi.org/10.31004/basicedu.v5i4.1119
Akkoc, H., & Alan, S. (2020). Technological Pedagogical Content Knowledge: A Review of Mathematics Education Literature. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 16, 11–17.
Alrwaished, N., Alkandari, A., & Alhashem, F. (2017). Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next? EURASIA Journal of Mathematics, Science and Technology Education, 13(9). https://doi.org/10.12973/eurasia.2017.01053a
Badjeber, R., & Wicaksono, A. (2020). Statistika Pendidikan. K-Media.
Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher’s Self-Efficacy Of Technology Integration And Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259–276. https://doi.org/10.22342/jme.11.2.10818.259-276
Baker, D., & Campbell, C. (2004). Fostering The Development Of Mathematical Thinking: Observations From A Proofs Course. PRIMUS, 14(4), 345–353. https://doi.org/10.1080/10511970408984098
Bower, M., Wood, L., Lai, J., Howe, C., Lister, R., Mason, R., Highfield, K., & Veal, J. (2017). Improving the Computational Thinking Pedagogical Capabilities of School Teachers. Australian Journal of Teacher Education, 42(3), 53–72. https://doi.org/10.14221/ajte.2017v42n3.4
Bowers, J. S., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285–304. https://doi.org/10.1007/s10857-011-9168-x
Busnawir, Aryanti, M., Sumarna, N., Kodirun, & Samparadja, H. (2023). TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 615–630. https://doi.org/10.31980/mosharafa.v12i3.831
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( DIGCOMPEDU) . European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Kam Ho Chan, K., Cooper, R., Friedrichsen, P., Gess-Newsome, J., Henze-Rietveld, I., Hume, A., Kirschner, S., Liepertz, S., Loughran, J., Mavhunga, E., Neumann, K., Nilsson, P., … Wilson, C. D. (2019). The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 77–94). Springer Nature Singapore. https://doi.org/10.1007/978-981-13-5898-2_2
Devitha, C. T. P., Baharuddin, F. R., & Purnamawati, P. (2021). Analisis Pengaruh Masa Kerja Dan Sertifikasi Terhadap Kompetensi Dan Kinerja Guru Produktif SMK Negeri Di Kota Kendari. JURNAL NALAR PENDIDIKAN, 9(1), 69. https://doi.org/10.26858/jnp.v9i1.20633
Farikah, F., & Al Firdaus, Moch. M. (2020). Technological Pedagogical and Content Knowledge (TPACK): The Students’ Perspective on Writing Class: TPACK. Jurnal Studi Guru Dan Pembelajaran, 3(2), 190–199. https://doi.org/10.30605/jsgp.3.2.2020.303
Finger, G., Jamieson-Proctor, R., & Albion, P. (2010). Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia. In N. Reynolds & M. Turcsányi-Szabó (Eds.), Key Competencies in the Knowledge Society (Vol. 324, pp. 114–125). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-15378-5_11
Galanti, T. M., Baker, C. K., Morrow-Leong, K., & Kraft, T. (2021). Enriching TPACK in mathematics education: Using digital interactive notebooks in synchronous online learning environments. Interactive Technology and Smart Education, 18(3), 345–361. https://doi.org/10.1108/ITSE-08-2020-0175
Gonen, A., Lev-Ari, L., Sharon, D., & Amzalag, M. (2016). Situated learning: The feasibility of an experimental learning of information technology for academic nursing students. Cogent Education, 3(1), 1154260. https://doi.org/10.1080/2331186X.2016.1154260
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Hadi, F. R., & Kurniawati, R. P. (2022). Analisis Kemampuan TPACK Mahasiswa Calon Guru Pada Mata Kuliah Pembelajaran Matematika SD. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(1), 734. https://doi.org/10.24127/ajpm.v11i1.4320
Helsa, Y., Turmudi, & Juandi, D. (2023). TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics. Journal on Mathematics Education, 14(2), 225–252. https://doi.org/10.22342/jme.v14i2.pp225-252
Hume, A., Cooper, R., & Borowski, A. (Eds.). (2019). Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Springer Nature Singapore. https://doi.org/10.1007/978-981-13-5898-2
Ichsan, Aulia Sofianora, Desy, Yayat Suharyat, Tomi Apra Santosa, & Agus Supriyadi. (2023). Pengaruh Profesionalitas Guru Matematika Dalam Meningkatkan Kompetensi Siswa Era Revolusi Industri 5.0 Di Indonesia: Sebuah Meta-Analisis. Jurnal Math-UMB.EDU, 10(2), 49–58. https://doi.org/10.36085/mathumbedu.v10i2.4868
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Khoza, S. B., & Biyela, A. T. (2020). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25(4), 2665–2679. https://doi.org/10.1007/s10639-019-10084-4
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
Lin, T.-C., Tsai, C.-C., Chai, C. S., & Lee, M.-H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325–336. https://doi.org/10.1007/s10956-012-9396-6
Mailizar, M., Hidayat, M., & Al-Manthari, A. (2021). Examining the impact of mathematics teachers’ TPACK on their acceptance of online professional development. Journal of Digital Learning in Teacher Education, 37(3), 196–212. https://doi.org/10.1080/21532974.2021.1934613
Mardhatillah, O., & Surjanti, J. (2023). Peningkatan Kompetensi Pedagogik dan Profesionalitas Guru di Indonesia Melalui Pendidikan Profesi Guru (PPG). Jurnal Pendidikan Ekonomi Undiksha, 15(1), 102–111. https://doi.org/10.23887/jjpe.v15i1.65200
Meroño, L., Calderón, A., & Arias-Estero, J. L. (2021). Pedagogía digital y aprendizaje cooperativo: Efecto sobre los conocimientos tecnológicos y pedagógicos del contenido y el rendimiento académico en formación inicial docente. Revista de Psicodidáctica, 26(1), 53–61. https://doi.org/10.1016/j.psicod.2020.10.002
Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Muthmainnah, S. N., & Marsigit, M. (2018). Gaya Mengajar Guru Pemula Dan Guru Profesional Dalam Pembelajaran Matematika Sekolah Menengah Pertama. Jurnal Pendidikan Dan Kebudayaan, 3(2), 202–216. https://doi.org/10.24832/jpnk.v3i2.896
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010. https://doi.org/10.1080/2331186X.2019.1632010
Nursiah, Mailizar, & Munzir, S. (2021). Technological pedagogical and content knowledge (TPACK) of in-position teacher profession education (TPE) students of mathematics education. 020036. https://doi.org/10.1063/5.0041686
Nuruzzakiah, N., Hasanuddin, H., Artika, W., Supriatno, S., & Rahmatan, H. (2022). Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers. Jurnal Penelitian Pendidikan IPA, 8(1), 325–335. https://doi.org/10.29303/jppipa.v8i1.1166
Paidi, Antony, M. K., Subali, B., & Pradana, S. P. (2020). Biology Teacher’s TPACK Profile in Central Java: Description of TPACK Mastery Based on Teaching Experience. Proceedings of the International Conference on Educational Research and Innovation (ICERI 2019). International Conference on Educational Research and Innovation (ICERI 2019), Yogyakarta, Indonesia. https://doi.org/10.2991/assehr.k.200204.006
Pradana, S. P., Paidi, Subali, B., Antony, M. K., Hapsari, N., & Astuti, F. E. C. (2019). The TPACK Analysis of High School Biology Teachers in Sragen Regency, Central Java Based on Teacher Certification Status. Journal of Physics: Conference Series, 1397(1), 012056. https://doi.org/10.1088/1742-6596/1397/1/012056
Rafi, I., & Sabrina, N. (2019). Pengintegrasian TPACK dalam Pembelajaran Transformasi Geometri SMA untuk Mengembangkan Profesionalitas Guru Matematika. SJME (Supremum Journal of Mathematics Education), 3(1), 47–56. https://doi.org/10.35706/sjme.v3i1.1430
Restiana, N., & Pujiastuti, H. (2019). Pengukuran Technological Pedagogical Content Knowledge untuk Guru Matematika SMA di Daerah Tertinggal. Mosharafa: Jurnal Pendidikan Matematika, 8(1), 83–94. https://doi.org/10.31980/mosharafa.v8i1.537
Salas-Rueda, R.-A. (2019). TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application? International Electronic Journal of Mathematics Education, 1(1). https://doi.org/10.29333/iejme/5887
Santosa, E. B., & Sarwanta, S. (2021). Pengaruh Tingkat Internet Self-Efficacy, Pengalaman Mengajar dan Usia Guru Terhadap Peguasaan Komputer dalam Strategi Pembelajaran Daring. Jurnal Pendidikan Edutama, 8(1), 41. https://doi.org/10.30734/jpe.v8i1.1489
Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, 105024. https://doi.org/10.1016/j.compedu.2024.105024
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. https://doi.org/10.1080/15391523.2009.10782544
Sukmara, S., & Nurhikmahyanti, D. (2015). Perbedaan Kompetensi Profesional Antara Guru Yang Bersertifikasi Dan Guru Yang Belum Bersertifikasi Di SMA Negeri Se-Kecamatan Lamongan. Jurnal Inspirasi Manajemen Pendidikan, 2(2), 1–7.
Tanak, A. (2020). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 42(3), 53–72. https://doi.org/10.1016/j.kjss.2018.07.012
Vu, T. L. A. (2018). Building CDIO Approach Training Programmes against Challenges of Industrial Revolution 4.0 for Engineering and Technology Development. International Journal of Engineering Research and Technology, 11(7), 1129–1148.
Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (TPACK) Dengan Technology Integration Self Efficacy (TISE) Guru Matematika Di Madrasah Ibtidaiyah. JURNAL PENDIDIKAN MATEMATIKA (KUDUS), 2(2). https://doi.org/10.21043/jpm.v2i2.6358
Yurinda, B., & Widyasari, N. (2022). Analisis Technological Pedagogical Content Knowledge (TPACK) Guru Profesional Dalam Pembelajaran Matematika di Sekolah Dasar. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 8(1), 47. https://doi.org/10.24853/fbc.8.1.47-60
Zheng, X.-L., Huang, J., Xia, X.-H., Hwang, G.-J., Tu, Y.-F., Huang, Y.-P., & Wang, F. (2023). Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns. Computers & Education, 207, 104920. https://doi.org/10.1016/j.compedu.2023.104920
Zulhazlinda, W., Noviani, L., & Sangka, K. B. (2023). Pengaruh TPACK Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah. Jurnal Pendidikan Ekonomi (JUPE), 11(1), 26–38. https://doi.org/10.26740/jupe.v11n1.p26-38
DOI: http://dx.doi.org/10.24042/ajpm.v15i2.24673
Refbacks
- There are currently no refbacks.
Indexed by:
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.