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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE)
Ika Maryani
Faculty of Teacher Training and Education, Universitas Ahmad Dahlan
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the Intersection of TPACK and Professional Competence: A Study on Differentiated Instruction Development within Indonesia’s Merdeka Curriculum Varisa Tri Utari; Ika Maryani; Enung Hasanah; Suyatno Suyatno; Asih Mardati; Norma Bastian; Amir Karimi; Mark Angelo C Reotutor
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23450

Abstract

Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies.
Digital Transformation: Exploring the Relationship Between Literacy, Motivation, and TPACK in Elementary Education Frisco Harmadi; Ika Maryani; Sukirman Sukirman; Elsa Carmen N Montano
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.9209

Abstract

The rapid advancement of technology in education has not been fully aligned with elementary school teachers’ ability to integrate it into their teaching practices. This gap persists due to the limited development of Technological Pedagogical Content Knowledge (TPACK) and the lack of research examining the combined influence of digital literacy and teacher motivation on TPACK. This study aims to analyze these two factors and their impact on TPACK among elementary school teachers. The study employed a quantitative correlational design; data were collected from 98 teachers through validated questionnaires on digital literacy, teacher motivation, and TPACK. Data were analyzed using descriptive and inferential statistics by linear regression analysis. The findings of this research lie in its exploration of the relationship between digital literacy, teacher motivation, and TPACK. It addresses a significant gap in the literature by examining the simultaneous interaction of these two variables on TPACK. The findings indicate a significant positive relationship between digital literacy and teacher motivation with TPACK, with correlation coefficients of 0.857 and 0.866, respectively. Digital literacy accounts for 73.5% of the variability in TPACK, while teacher motivation explains 75.1%. This study contributes to the existing literature by providing empirical evidence on the simultaneous effects of digital literacy and motivation on TPACK, a perspective often overlooked. Limitations include the study's focus on self-reported measures and a single geographic context, which may impact generalizability. The findings support the need for targeted professional development programs emphasizing both digital literacy and motivational strategies to enhance technology-based teaching in elementary education.
Co-Authors Amir Karimi Asih Mardati Elsa Carmen N Montano Enung Hasanah Frisco Harmadi Mark Angelo C Reotutor Norma Bastian Sukirman Sukirman Suyatno Suyatno Varisa Tri Utari