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All Journal AL-TA´LIM Linguistic, English Education and Art (LEEA) Journal Ensiklopedia of Journal Ensiklopedia Education Review ELP (Journal of English Language Pedagogy) Linguistic, English Education and Art (LEEA) Journal EDULIA: English Education, Linguistic and Art Journal
Rahmalia, Indah
Pendidikan Bahasa Inggris -STKIP Yayasan Abdi Pendidikan Payakumbuh
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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TPACK COMPETENCE AMONG PRE-SERVICE ENGLISH TEACHERS IN THE ERA OF THE MERDEKA CURRICULUM: A MIXED-METHODS STUDY AT AN INDONESIAN LPTK Roza Susanti; Dwi Settya Mahaputri; Ifna Nifriza; Indah Rahmalia; Afdaleni Afdaleni
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i2.1198

Abstract

         The Merdeka Curriculum has intensified demands on Indonesian teacher education institutions (LPTK) to prepare pre-service English teachers capable of integrating technology meaningfully into learner-centered classrooms. However, no empirical study has yet examined TPACK development within a regional LPTK explicitly operating under Merdeka Curriculum mandates. This study investigated the TPACK competence levels of pre-service English teachers at STKIP Yayasan Abdi Pendidikan Payakumbuh and examined how the institution's preparation program addresses the demands of the Merdeka Curriculum. An explanatory sequential mixed-methods design was employed: 62 students completed an adapted TPACK questionnaire (? = 0.89), while eight students and four lecturers served as qualitative informants through semi-structured interviews. Additionally, 16 lesson plans were analyzed using a rubric adapted from Harris et al. (2010). The overall TPACK mean score was 3.47 (SD = 0.52), categorized as high, yet foundational domains (CK, M = 3.89; PK, M = 3.76) scored substantially higher than integrative domains (TCK, M = 3.18; TPACK, M = 3.05). Qualitative findings revealed three barriers: limited technology-integrated microteaching practice, curricular misalignment with Merdeka Curriculum principles, and low student self-efficacy in selecting pedagogically appropriate digital tools. These findings suggest that while foundational knowledge is adequately developed, purposeful technology integration remains underdeveloped. The study recommends TPACK-based curriculum mapping, redesigned microteaching with design-teach-reflect cycles, and systematic reflective practice aligned with Merdeka Curriculum principles.
STUDENTS’ PERCEPTION OF THE PROJECT-BASED LEARNING MODEL USED BY ENGLISH TEACHERS AT ELEVENT GRADER OF SMA N 1 KECAMATAN KAPUR IX Indah Rahmalia; Ifna Nifriza; Mawaddah Hadza
Ensiklopedia of Journal Vol 8, No 1 (2025): Vol. 8 No. 1 Edisi 2 Oktober 2025
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i1.3514

Abstract

This study aims to explore the perceptions of eleventh-grade students at SMA Negeri 1 Kapur IX towards the project-based learning model used by their English teachers. This study was motivated by the need to determine students' perceptions towards the implementation of PjBL which has been implemented by English teachers at SMA N 1 Kapur IX. This study used a qualitative descriptive approach involving 191 students selected through purposive sampling technique. Data were collected through a questionnaire consisting of 30 statements with five answer choices, then analyzed using Sudijono's formula (2010) and categorized based on score intervals. The results of this study indicate that students' perceptions in the project-based learning model used by English teachers are in the good perceptions category with a score of 120.20. Data analysis shows that students' perceptions of project-based learning model in the student-centered perception indicator are in the good category with a score of 120.6, authentic problem-based perception is in the good category with a score of 121.6, in-depth inquiry perception is in the less enough category with a score of 114.8, then collaborative learning perception is in the very good category with a score of 129, tangible product perception is in the less enough category with a score of 114.4, and finally reflection and revision perception is in the good category with a score of 120.8. Keywords: Student Perceptions, Project-Based Learning, English Teachers.
Co-Authors Afdaleni Afdaleni Mawaddah Hadza Nifriza, Ifna Ridianto, Ridianto Roza Susanti Vita Ganda Sari Wirda Linda Yenti, Desfi