Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi

Abstract

Sequential Explanatory Technological Pedagogical and Content Knowledge (TPACK) of Madrasah Teachers in Jambi Province aims to describe the level of TPACK of Madrasah teachers, to proving whether there are differences in teacher TPACK levels based on demographics, to Describe the teacher's TPACK structural model, and to describe teachers' perceptions about TPACK technology integration which focuses on quantitative findings (survey) supported by qualitative findings (interviews). This research involved 132 teachers for surveys and 5 teachers for interviews. Descriptive statistics, t-test, Anova, and SEM-PLS were used in quantitative data analysis, while qualitative data was carried out using descriptive thematics. The findings show that Madrasah teachers' TPACK is at a good category level. There are no differences in teachers' TPACK levels based on gender, certification status, madrasa level, age, teaching experience, and field of study. TPK is a variable that has a strong influence on TPACK compared to TCK and PCK and TK is a variable that indirectly has a moderate influence on TPACK while PK and CK have a weak influence.Teachers need support from schools and communities to increase TPACK knowledge in addition to from self-awareness to developing competence as well as several other information that have been discussed in the discussion of this research. Teachers should increase their TPACK knowledge so that they can confidently implement technology in their learning