<![CDATA[This study aims to analyze the effect of the TPACK (Technological, Pedagogical, and Content Knowledge) approach on student learning outcomes in Mathematics subjects in elementary schools. The method used was a meta-analysis by analyzing 5 relevant national journal articles published between 2020-2024. The data collected included effect size (es) and standard error (se) from each study. Data analysis was performed using JASP software with a random effects model approach (REML, KNAHA adjustment). The meta-analysis results showed a pooled effect size of 1.479 (95% CI: 0.410–2.548; p = 0.018), which is categorized as large and statistically significant. Heterogeneity test results showed I² = 79.41% and Q(4) = 25.46 (p < 0.001), indicating high heterogeneity between studies. The residual funnel plot showed a symmetrical distribution of points, meaning there was no significant publication bias. The 95% prediction interval (PI) ranged from -0.939 to 3.897, which crossed zero, indicating that the effect of TPACK is contextual. In conclusion, the TPACK approach has a significant and positive effect on Mathematics learning outcomes in elementary school students, but its effectiveness highly depends on the implementation context. Further research with a larger number of studies is needed to identify sources of heterogeneity more deeply.]]>
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