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p-Index From 2021 - 2026
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All Journal IJAR : Indonesian Journal of Action Research
Audina Margaretha Putri
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Improving Teachers’ Digital Pedagogical Competence through Action Research-Based Technology Integration Pratama, Yudhistira Anugerah; Audina Margaretha Putri; Isabelle van den Berg
Indonesian Journal of Action Research Vol. 4 No. 2 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2025.42-04

Abstract

Purpose – This study investigated how action research-based technology integration improves teachers' digital pedagogical competence across multiple dimensions, examining the mechanisms and contextual factors that facilitate this development. Design/methods – Employing a convergent parallel mixed-methods design, this year-long study involved 24 secondary school teachers organized into four collaborative action research teams. Quantitative data were collected through pre-test and post-test TPACK surveys and DigCompEdu self-assessments at three time points, analyzed using paired-samples t-tests. Qualitative data included reflective journals, meeting transcripts, focus group interviews, and classroom observations, analyzed through thematic analysis. Findings– Results revealed statistically significant improvements across all seven TPACK domains (p <.001), with largest effect sizes in integrated knowledge areas; TPACK (d = 1.72), TPK (d = 1.60), and TCK (d = 1.48). By study's end, 58.3% of teachers reached leader level in professional engagement, and 45.8% in teaching & learning competence. Four mechanisms facilitated development; systematic experimentation, evidence-based reflection, collaborative problem-solving, and iterative refinement, with leadership support and team dynamics emerging as critical contextual enablers. Keyword: Digital Pedagogical Competence, Action Research, Technology Integration, TPACK, Teacher Professional Development
Enhancing Vocational Students' Work Competitiveness through Work-Based Project Learning: A Quasi-Experimental Study in West Java, Indonesia Pratama, Yudhistira Anugerah; Audina Margaretha Putri; Isabelle van den Berg
Indonesian Journal of Action Research Vol. 5 No. 1 (2026)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2026.51-10

Abstract

Purpose – This study aims to examine the effectiveness of the work-based project learning model in enhancing vocational students’ work competitiveness in the dimensions of technical skills, problem-solving ability, collaboration and communication, and self-directed learning. This study also examines how students’ involvement in work-based projects can strengthen their readiness to face industrial demands. Design/methods – This study used a quasi-experimental design with a mixed-methods approach through a pretest-posttest control group design. The research involved 180 vocational high school students in West Java, Indonesia, who were divided into an experimental group and a control group. The experimental group participated in work-based project learning for 16 weeks, while the control group received conventional instruction. Quantitative data were analyzed using ANCOVA to examine differences in learning outcomes between groups, while qualitative data were analyzed through thematic analysis of interviews, reflection journals, classroom observations, and project documents. Findings – The results show that students in the experimental group achieved significantly higher competency outcomes than those in the control group. The effect sizes were large for technical skills (d = 1.31), problem-solving (d = 1.25), collaboration and communication (d = 1.21), and self-directed learning (d = 1.28). A total of 85–87% of students in the experimental group reached the good or excellent category, while only 52–65% of students in the control group achieved the same level. In addition, this learning model encouraged students’ active engagement, increased self-confidence, and supported the formation of a clearer professional identity. These findings confirm that work-based project learning is effective in improving vocational students’ work competitiveness through authentic learning experiences, industry collaboration, and integrated competency development.  
Co-Authors Isabelle van den Berg Pratama, Yudhistira Anugerah