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All Journal SIGMA: Jurnal Pendidikan Matematika JURNAL KONFIKS EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Abdimasa Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Cakrawala Indonesia Klasikal: Journal of Education, Language Teaching and Science Jurnal Motivasi Pendidikan dan Bahasa
Abdul Wahid
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analyzing TPACK Competence among Pre-Service Indonesian Language Teachers: A Quantitative Case Study Silvia Marni; Harry Andheska; Sainee Tamphu; Abdul Wahid; Astri Widyaruli Anggraeni; Trisna Helda; Muhammad Aliman
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7347

Abstract

The integration of digital technology in education requires pre-service teachers to develop strong Technological Pedagogical Content Knowledge (TPACK). However, empirical studies examining TPACK implementation in Indonesian language teacher education—particularly in regional universities—remain limited. This study aims to examine the TPACK competencies of pre-service Indonesian language teachers and identify demographic factors influencing their technology integration capabilities. This study employed a quantitative approach using an online questionnaire distributed to 133 pre-service Indonesian language teachers at Universitas PGRI Sumatra Barat who had completed microteaching courses. The collected data were analyzed using descriptive statistics to determine TPACK competency levels and to examine variations based on demographic variables, including gender, academic level, and duration of technology use. The findings indicate that participants demonstrated a moderate level of TPACK competency (mean score = 2.69; 67.25%). Variations in competency were observed across demographic categories. The highest competency levels were found among second-year students and those with 3–4 years of technology experience, suggesting potential developmental windows for optimal TPACK acquisition. Gender differences were also evident: male participants showed higher scores in most TPACK domains, while female participants performed better in integrated TPACK. The results highlight that TPACK development may not follow a strictly linear progression. Instead, certain periods during teacher education may serve as optimal phases for strengthening technology integration skills. These findings underscore the importance of implementing structured and targeted technology integration strategies within teacher education curricula to support effective TPACK development among pre-service teachers.
Co-Authors AA Sudharmawan, AA Abdan Syakur Abdul Kadir Ahmad Ghazali Samad Al Aswar Alfi Syahrin, Alfi Andi Hasrianti Andi Paida Andi Sukri Syamsuri Andis Syukri Syamsuri Ashar Ashar Ashar Ashar Astri Widyaruli Anggraeni Destiana Amarwati Harry Andheska Ida Nuraeni Indri Mudiarti Jumadi Jusnina Jusnina Muhammad Aliman, Muhammad Muhlis Nursakiah Nursakiah Rosmini Madeami Rukli Rukli Sainee Tamphu Silvia Marni Sitti Fadhillah Ilham Syarif Dienan Yahya Syarifah Aeni Rahman Trisna Helda Vina Sundari Yundari, Yundari