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All Journal Ulul Albab: Jurnal Studi dan Penelitian Hukum Islam Journal of Indonesian Economy and Business GEMA EKONOMI Jurnal Penelitian Pendidikan Fisika METAL : Jurnal Sistem Mekanik dan Termal Lughawiyah: Journal of Arabic Education and Linguistics Jurnal Solutif: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Hukum Indonesia Contemporary Issues on Interfaith Law and Society Jurnal bahasa, sastra, seni, dan pengajarannya
Muhammad Azam
Abdul Wali Khan University Mardan-Pakistan
Religion Arts Humanities Automotive Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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TPACK on Differentiated Instruction: Students' Critical Listening Literacy Skills Naryatmojo, Deby Luriawati; Baehaqie, Imam; Hasyim, Mohamad Yusuf Ahmad; Cahyo, Ahmad Nur; Azam, Muhammad
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
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Abstract

The integration of Technological, Pedagogical, and Content Knowledge (TPACK) has been widely advocated in technology-enhanced learning; however, empirical evidence linking TPACK-based differentiated instruction to the development of critical listening literacy in higher education remains limited. This study addresses this gap by examining the pedagogical impact of a TPACK-integrated differentiated instructional model on undergraduate students' literal and critical listening competencies. A quasi-experimental non-equivalent control group design was employed involving 72 students from two Indonesian public universities. The experimental group (n = 37) received TPACK-based differentiated instruction, while the control group (n = 35) underwent conventional teaching. Data were analyzed using parametric statistical procedures, including paired- and independent-sample t-tests and normalized gain (N-gain) analysis. Results demonstrate statistically significant improvements in both groups; however, the experimental group achieved substantially greater learning gains (M_pre = 73; M_post = 87) compared to the control group (M_pre = 69; M_post = 80), with a high N-gain score (0.53) versus a moderate gain (0.35). The findings suggest that systematic integration of technological, pedagogical, and content knowledge within differentiated frameworks enhances higher-order listening literacy by promoting cognitive engagement and evaluative processing. This study contributes empirical support to the TPACK framework by extending its application to critical literacy development and offers pedagogical implications for technology-mediated language instruction in higher education contexts.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul-Majeed Hamdoun, Abdullah Ahmad Zaenudin Al-Farjani, Saleh Hashem Alhaleem Maslat Harahsheh , Eid Abed Ali Masyhar Anis Mashdurohatun Cahyo, Ahmad Nur Dedison Gasni Dian Kristiana Elsonbaty, Atta Eram Tunggul Pawenang Erniwati Erniwati Fahmi, Muhammad Danial Fitroh Adhilla Hasyim, Mohamad Yusuf Ahmad Haznam Putra Imam Baehaqie Jumadi Jumadi Kamaluddin Kamaluddin Mudrofin, Mudrofin Muhammad Azil Maskur Nadhira Madania Dimarti Naryatmojo, Deby Luriawati Salman, Mohammed Abdullah Sidauruk, Hamonangan Parsaulian