Inovasi pembelajaran era digital: integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika - Fitriawan, Dona; Siregar, Nurfadilah; Sulistyowati, Endar (Universitas Muhammadiyah Prof. DR. HAMKA, 2025)
Purpose: This study analyzes the Technological Pedagogical Content Knowledge (TPACK) competence of prospective mathematics teachers in designing deep learning-based instruction during micro-teaching courses. Design/methodology/approach: A mixed-methods descriptive case study was conducted with 80 sixth-semester students. Instruments included Likert-scale questionnaires, instructional design/video rubrics, and in-depth interviews.Findings: Results indicate significant improvements in TK, PK, and deep learning integration. While CK and PK mastery remain solid, technological integration (TCK and TPK) is categorized as moderate. Students predominantly focus on procedural content delivery rather than higher-order thinking and reflection.Practical implications: The findings highlight the necessity of micro-teaching curricula that explicitly integrate TPACK as a cognitive tool for thinking rather than a mere visualization aid. Originality/value: This study offers a unique contribution by synthesizing deep learning principles within the TPACK framework to prepare adaptive educators for the Society 5.0 era. Purpose: Penelitian ini menganalisis kompetensi Technological Pedagogical Content Knowledge (TPACK) mahasiswa calon guru matematika dalam merancang instruksional berbasis deep learning pada mata kuliah micro teaching. Design/methodology/approach: Menggunakan pendekatan deskriptif campuran (kuantitatif-kualitatif) dengan studi kasus pada 80 mahasiswa semester 6. Instrumen meliputi angket skala Likert, rubrik analisis perangkat/video, dan wawancara mendalam. Findings: Terdapat peningkatan signifikan pada aspek TK, PK, dan integrasi deep learning. Meskipun penguasaan CK dan PK solid, integrasi teknologi (TCK dan TPK) masih berada pada kategori sedang. Mahasiswa cenderung fokus pada prosedur materi dibandingkan aktivitas berpikir tingkat tinggi dan refleksi. Practical implications: Temuan ini menekankan perlunya kurikulum micro teaching yang mengintegrasikan TPACK secara eksplisit sebagai alat berpikir (tool for thinking), bukan sekadar alat visualisasi. Originality/value: Studi ini memberikan kontribusi unik dengan mengintegrasikan prinsip deep learning ke dalam kerangka TPACK untuk menyiapkan pendidik adaptif di era Society 5.0.