Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

Irwanto, I.; Redhana, I. W.; Wahono, B.

doi:10.15294/jpii.v11i1.32366

Jurnal SINTA 1

Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 1 (2022) · pp. 142–154

DOI: 10.15294/jpii.v11i1.32366
ISSN: 2089-4392, 2339-1286
Published: 2022-03-31
Publisher: Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language: eng

Abstract

Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.

Keywords

Collaboration network of the authors

13 authors · 28 co-authorship links · 11 across different organisations

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Universitas Pendidikan Ganesha
Universitas Jember
State University of Jakarta
National Taiwan Normal University
State University of Semarang
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

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Co-author	Organisation	Joint articles
Ida Bagus Nyoman Sudria	Universitas Pendidikan Ganesha	2
I Wayan Suja	Universitas Pendidikan Ganesha	1
I Nyoman Suardana	Universitas Pendidikan Ganesha	1
Sri Haryani	State University of Semarang	1
Anjar Putro Utomo	Universitas Jember	1
K. Yuana	Universitas Jember	1
Erlia Narulita	Universitas Jember	1
Kamalia Fikri	Universitas Jember	1
I. Hidayat	Affiliation unknown	1
L. M. Merta	Affiliation unknown	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en-US">Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers</dc:title>
	<dc:creator>Irwanto, I.</dc:creator>
	<dc:creator>Redhana, I. W.</dc:creator>
	<dc:creator>Wahono, B.</dc:creator>
	<dc:subject xml:lang="en-US">age; gender; grade level; perceptions; pre-service teachers; TPACK</dc:subject>
	<dc:description xml:lang="en-US">Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.</dc:description>
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	<dc:date>2022-03-31</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/32366</dc:identifier>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 1 (2022): March 2022; 142-154</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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