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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for "TPACK" : 9 Documents clear
Evaluating Kindergarten Teachers’ Readiness for Technology-Integrated Pedagogy: An Analysis Based on the Tpack Framework Budiarti, Erna; Shintarahayu, Balqis
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Objective: This study evaluates kindergarten (TK) teachers' readiness to implement technology-integrated pedagogy using the TPACK (Technological Pedagogical Content Knowledge) framework. The TPACK framework combines three key dimensions: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). These dimensions are essential for teachers to design and implement practical learning experiences that leverage technology. Methodology: This study uses a descriptive quantitative approach involving 50 respondents, including 40 teachers and 10 principals from kindergarten/PAUD schools in three regencies/cities in West Java: Bekasi City, Bogor Regency, and Depok City. Data were collected through a questionnaire based on TPACK aspects, namely technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the integration of all three dimensions (TPACK). The data were analyzed using statistical techniques to assess teachers' readiness for integrating technology into the learning process. Findings: The findings reveal that many teachers demonstrate strong readiness in content and pedagogical knowledge. However, there is a notable gap in their mastery of technology and its application in teaching. Age, teaching experience, and access to technology training significantly influence teachers' readiness to implement the TPACK framework. Conclusion: The study concludes that while teachers possess an adequate understanding of pedagogy and content, there is a pressing need to enhance their technological skills through ongoing training and support. The implications of this study emphasize the importance of developing training programs to improve technology-related competencies for kindergarten/PAUD teachers. Such initiatives are crucial to fostering innovative teaching practices that align with the demands of modern education. Keywords: teacher readiness, pedagogy integrated technology, TPACK, education early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024149
Research Trends in Technological Pedagogical Content Knowledge (TPACK) Research (2014-2024): A Scientometric Analysis Krisnaresanti, Aldila; Ahman, Eeng; Istikomah, Navik; Suwatno, Suwatno; Budiman, Asep
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Research Trends in Technological Pedagogical Content Knowledge (TPACK) Research (2014-2024): A Scientometric Analysis. Objectives: Over the past 20 years, there has been significant progress in TPACK research. Rapid technological advances make research on TPACK very important. However, very few studies have examined references through the application of scientometric analysis. This study aims to identify current and future TPACK trends, subjects, publications, authors, keywords, and author collaboration networks in TPACK research. Methods: Scientometric analysis was carried out on data from the Scopus database, a total of 582 TPACK research publications published from 2014 to March 2024 with keyword Technological Pedagogical Content Knowledge. We also restrict content written in English and limit to final publication stage. This study analysis does not include books, newspaper articles, and book reviews. Data analysis used the R bibliometric packages biblioshiny and VOSviewer. Findings: Based on the analysis results, the keywords that appeared most frequently in publications were TPACK (194 articles). The Australian Journal of Educational Technology is the journal that publishes the most articles on the TPACK theme (24 articles) and also has the highest number of local citations. Chai is number one on the list of authors with the highest impact. Based on the co-occurrence network visualization and word cloud, the organizational support, especially school support, is not yet visible. China, Indonesia, Australia, and the USA are leaders in collaboratives about TPACK topic. Conclusion: This study provides in-depth information about keywords are most pertinent to research on TPACK; journals that hold significant influence, and authors demonstrate prolificacy in studies concerning TPACK; the current trends in TPACK research, and what priority areas warrant further investigation; and the collaborative networks among countries in TPACK research. Keywords: TPACK; scientometric; biblioshiny; research trends.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202426
TPACK’s Understanding Analysis of Physics Teachers in Using Learning Media Mulhayatiah, Diah; Suhendi, Herni Yuniarti; Windayani, Neneng
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Analysis of TPACK’s understanding physics teachers in using learning media. This study aims to determine the use of learning media used by physics teachers in the learning process. This research method is qualitative with research instruments in the form of questionnaires, document analysis and interviews. The study sample consisted of 60 physics teachers in West Java. The results of the study show that the majority of physics teachers still use Power Point media as the main media, then use electronic references, and interactive multimedia. Based on the media compilation process, almost most of them directly use existing media. The main reason is the lack of training gained by teachers in developing learning media. The conclusion of this study is that physics teachers still need technology and pedagogic knowledge in learning. Keywords: content knowledge, ICT, pedagogical knowledge. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202014
Development of TPACK-Integrated Creative Problem Solving Model in Improving Higher Order Thinking Skills Edy Waluyo; Zamroni Uska
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Development of Creative Problem Solving Model integrated TPACK in Improving Higher Order Thinking Skills. Objective : This study aims to develop  creative problem solving model integrated TPACK to improve  higher order thinking skills. Methods : This research is Borg & Gall development with sample was 35 students of class XI SMAN 2 Selong. Research instruments is validation guidelines, practicality questionnaires and higher integral material essay tests. Data analysis using descriptive analysis for validity, practicality  and t test for effectiveness. Findings : Products in the category are valid according to experts materials, language and learning technology. The product is relatively practical with an average score of 82.63. The product is classified effective with t count = 98.54 > t table = 2.03 with α = 5% and N-Gain value of 0.77 with high category. Conclusion :  CPS model integrated TPACK has effective potential to improve higher order thinking skills. Keywords: creative problem solving,tpack, high order thinking.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202302
Development and Utilization of Online Teacher Professional Development Program to Improve Private e-Tutors’ TPACK Skills Benedicto, Maristhel Tradio; Sala, Ana Marie Villacarillo; Carascal, Ivy Coronado; Mutya, Romel Cayao
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Development and Utilization of Online Teacher Professional Development on Private E-Tutors’ TPACK Skills. Objective: The study aimed to design, implement, and evaluate an online teacher professional development training program and develop the TPACK skills of private e-tutors as evidenced by their lesson design and teaching demonstration performance. Methods:  A mixed method in data gathering such as TPACK survey, pre-post-performance, and feedbacking was utilized. The input-process-output method with the PRIME framework in the process stage was used. The training program design was evaluated by experts anchored with the frameworks and theories with the synchronous form of learning for 20 contact hours. Findings: Findings revealed a significant mean gain between  the pre-post-performance of the teachers’ lesson design and teaching demonstration. Conclusion: The online teacher professional development training program developed and enhanced the teachers’ TPACK skills. The study proposed guidelines for conducting oTPD training programs and compilation of lesson designs based on the TPACK framework. Keywords: e-tutors, online teaching , professional development, TPACK.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202345
Development of an Ethno-Commognitive Based IEAC Learning Model to Improve TPACK of Prospective Mathematics Teachers Zayyadi, Moh; Supardi, Lili; Linarsih, Yanti; Lanya, Harfin; Mosdalifah, Mosdalifah; Saputra, Andi
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Development of an Ethno-Commognitive Based IEAC Learning Model to Improve TPACK of Prospective Mathematics Teachers. Objectives: Ethno-commognitive based IEAC learning model to improve the TPACK abilities of prospective mathematics teacher students. Methods: This type of research is development research. The development carried out in this research is a learning model consisting of a lesson plan, student worksheets, and ethno-commocognitive-based tests to improve the TPACK abilities of prospective teacher students in supporting independent learning. The development procedure used is the ADDIE model. Data analysis in this research is as follows: validation analysis, practicality analysis, and effectiveness analysis. Findings: Development of an ethno-commognitive based IEAC learning model to increase the TPACK of prospective mathematics teacher students to meet the criteria of valid, practical, and effective. Conclusion: Development of an ethno-commognitive based IEAC learning model to improve the TPACK abilities of prospective mathematics teacher students on number pattern material that meets the criteria of valid, practical and effective. Keywords: IEAC learning model, ethno-commognitive, TPACK.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202324
The Correlations among English Teachers’ TPACK, TISE, ITOE, and Teaching Implementation Sofendi, Sofendi; Vianty, Machdalena; Randika, Aresti
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Correlations among English Teachers’ TPACK, TISE, ITOE, and Teaching Implementation. Objectives: This research is correlational research that aimed to find out the correlations among Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self-Efficacy (TISE), Instructional Technology Outcome Expectation (ITOE), and Teaching Implementation. Methods: TPACK-EFL Survey and Motivation of Technology Integration in Education Scale Questionnaires were distributed to 60 students of the English language teacher professional education program at Sriwijaya University in the academic year 2018/2019. Findings: The findings of this research showed that the students have a high understanding level of TPACK, high level of TISE, high level of ITOE, and good in teaching implementation, and there are positive significant correlations among TPACK, TISE, ITOE, and teaching implementation. Conclusion: Not only the technical equipment but also the qualified teachers who understand how to advance the ICT are very needed. Therefore, both understanding TPACK and acquiring TISE-ITOE are necessary. Keywords: Teacher Professional Education Program (PPG), TPACK, TISE, ITOE. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202013
Examining the Global Competence and TPACK Development Model for Prospective Teachers in Accounting Economics Kardiyem, Kardiyem; Kusmuriyanto, Kusmuriyanto; Aeni, Ida Nur; Susilowati, Nurdian
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Development Model of Technological, Pedagogical, and Content Knowledge (TPACK) and Global Competency of Prospective Teachers in Accounting Economics. Objectives: This research examines the development model of global competency and technological, pedagogical, and content knowledge (TPACK) of prospective teachers in accounting economics. Methods: Design of this research using clausal associative design. The respondents of the study were 91 students of accounting education at Universitas Negeri Semarang. Findings: Analysis results using WarpPLS 6.0. shows that socioeconomic status did not affect technological, pedagogical, and content knowledge (TPACK) and global competence. In addition, there is a direct effect of student engagement and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence. The following analysis showed that student engagement mediates the effect of socioeconomic status and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence.  Conclusion: Student perception about the lecturer teaching methods would increase global competence, and then increasing student engagement would ultimately be able to increase global competence as well. Keywords: socioeconomic status, student engagement, perception of teaching methods, technological pedagogical content knowledge, global competence.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202226
Contextual Knowledge as a Sociocultural Filter in TPACK: Evidence from Pre-service Javanese Language Teachers Insani, Nur Hanifah; Tan, Lynde
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp299-317

Abstract

This research examines pre-service language teachers' perceptions of technology integration through the Extended Javanese Pre-Service Teacher (X-JPST) model, which focuses on the conceptual role of Contextual Knowledge (XK) as an integral domain extension of the TPACK framework. The participants of this research were 510 pre-service Javanese language teachers from seven universities in Indonesia who had recently completed their field teaching practice course. The research employed a validated structural Likert-scale questionnaire to examine structural relationships using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that the Technological Knowledge (TK) variable has the most significant direct influence on TPACK, followed by Technological Pedagogical Knowledge (TPK). While the direct statistical influence of XK is modest, it functions as a mediator that facilitates the application of TK. This study suggests that pre-service teachers' awareness of Javanese sociocultural factors does not directly translate into competence in technology integration. Instead, contextual knowledge operates as a foundational sociocultural filter that shapes how they perceive themselves when using technology to teach Javanese. This key finding underscores that contextual responsiveness in technology integration must be developed through the integration of multiple knowledge domains for it to contribute to their overall TPACK. Keywords: contextual knowledge, Javanese language education, pre-service teachers, technology integration, TPACK.

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