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All Journal Jurnal Pendidikan Fisika dan Teknologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran INTELEKTIVA Jurnal Biofiskim: Pendidikan dan Pembelajaran IPA Innovative: Journal Of Social Science Research Nanggroe: Journal Of Scholarly Service Jurnal Pendidikan Matematika Nanggroe: Journal of Scholarly Service Jurnal Pendidikan dan Pembelajaran Sains
Nurfaidah Syam
Universitas Lakidende
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Teacher Technological Pedagogical Content Knowledge and Skills (TPCK-S) and Student Cognitive Agency: Determinants of Deep Learning Outcomes in Immersive Geometry Instruction Salmawati; Kaharuddin, Andi; Syam, Nurfaidah; Gupta, Vishal
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19264

Abstract

This study aims to investigates the determinants of student success in hologram-enhanced geometry classrooms by examining the mediating role of teachers' Technological Pedagogical Content Knowledge and Skills (TPCK-S). Employing a Sequential Explanatory Mixed-Methods Design, this research analyzed data from 12 secondary mathematics teachers (purposively sampled) and 248 Grade 8 students from four public schools implementing the national 'Kurikulum Merdeka' in a provincial capital city in Indonesia. Quantitative analysis utilizing Spearman’s rank-order correlation revealed a robust positive revealed a robust positive relationship (r = 0.78, p = 0.002) between teacher performative skills and student deep learning achievement. To explain this statistical link, a qualitative phase involving classroom observations and semi-structured interviews was conducted with four teachers selected through extreme case sampling. The findings illuminate a "Flywheel Mechanism," demonstrating that high-TPCK-S teachers act as "Pedagogical Orchestrators" who effectively transfer "Cognitive Agency" to students. This agency characterized by student-led hypothesis testing and spatial reasoning is identified as the primary driver of deep conceptual understanding. Conversely, low TPCK-S results in passive student observation. These results suggest that educational development must shift focus from mere technology procurement to the cultivation of teachers' orchestration skills.
Co-Authors Anas, Muhamad Andi Kaharuddin BIMA BIMA, BIMA Firihu, Muhammad Zamrun Gupta, Vishal Hajeniati, Nining Halmuniati Halmuniati Injar, Hasmirawati La Wui Mahmudin, Said Kamil Muhammad Dani Saputra Nining Hajeniati Piansyah Putri, Amelia Intan Salmawati Salmawati S Salmawati Salmawati Salmawati Salmawati Yusriyanto Y