Training and assistance in the preparation of teaching modules based on technological pedagogical content knowledge (TPACK) for science teachers in Pali District

Yenny Anwar (Departement of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Jl. Raya Palembang Prabumulih, KM. 32 Inderalaya – Ogan Ilir, South Sumatera, Indonesia)
Adeng Slamet (Departement of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Jl. Raya Palembang Prabumulih, KM. 32 Inderalaya – Ogan Ilir, South Sumatera, Indonesia)
Nike Anggraini (Departement of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Jl. Raya Palembang Prabumulih, KM. 32 Inderalaya – Ogan Ilir, South Sumatera, Indonesia)
Sherly Ridhowati (Departement of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Jl. Raya Palembang Prabumulih, KM. 32 Inderalaya – Ogan Ilir, South Sumatera, Indonesia)
Razan Gantama (Departement of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Jl. Raya Palembang Prabumulih, KM. 32 Inderalaya – Ogan Ilir, South Sumatera, Indonesia)

Journal of Community Service and Empowerment
Vol. 6 No. 1 (2025): April

This activity aims to provide science teachers in PALI district with insights into Technological Pedagogical Content Knowledge (TPACK)-based learning, train them in the preparation of teaching modules, and assist them in designing TPACK-based learning. The training method consists of four stage: preliminary study, workshop implementation, mentoring, and evaluation. Evaluation through pre-test, post-test, and participant feedback showed a significant increase in teachers' understanding of TPACK.  The research results show an increase occurred in all aspects, namely Pedagogical Knowledge (PK) from 3.48 to 3.89, Content Knowledge (CK) from 3.45 to 3.99, Technological Knowledge (TK) from 3.22 to 3.86, Pedagogical Content Knowledge (PCK) from 3.27 to 3.90, Technological Content Knowledge (TCK) from 3.00 to 3.87, Technological Pedagogical Knowledge (TPK) from 3.18 to 3.83, and overall TPACK from 3.12 to 3.89. In conclusion, this activity proved effective in improving teachers' skills in developing and implementing TPACK-based teaching modules. This training needs to be carried out continuously in order to develop teachers' TPACK in the learning process.