Tpack Integration in Pie Learning: Strategies to Improve Teacher Competence in the Digital Era
Abstract
This study aims to analyze the current state of Technological Pedagogical Content Knowledge (TPACK) competencies among Islamic Religious Education (PAI) teachers, explore effective development strategies, and examine the impact of TPACK-informed practices on instructional quality in the digital era. An explanatory sequential mixed methods design was employed with 45 PAI teachers across public senior high schools (SMAN) and state Islamic senior high schools (MAN) in Langsa City, Aceh. The quantitative phase utilized a 42-item Likert-scale TPACK questionnaire, while the qualitative phase involved semi-structured interviews with 12 key informants and classroom observations. Quantitative data were analyzed using descriptive and inferential statistics (t-Test, ANOVA), while qualitative data were analyzed using Miles, Huberman, and Saldaña's interactive model. Findings reveal a structural gap in PAI teachers' TPACK profiles: non-technological domains Content Knowledge (M = 4.12), Pedagogical Knowledge (M = 3.87), and Pedagogical Content Knowledge (M = 3.74) scored high, whereas all technology-related domains scored moderate, with Technological Content Knowledge (M = 2.64) as the lowest. Technology training history was the only significant demographic variable (p = 0.003). Qualitative analysis identified epistemological-theological resistance to technology as a barrier unique to religious education and highlighted the crucial role of informal peer collaboration. SAMR analysis showed most teachers operating at the Substitution and Augmentation levels. The study concludes that enhancing PAI teachers' TPACK competence requires an ecosystemic approach combining contextual training, peer mentoring, digital infrastructure strengthening, and teacher education curriculum redesign.
Keywords
References
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