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TPACK Research Trends in Indonesia: Contributions to Enhancing the Equivalency Education History Teacher Community

Journal of Nonformal Education · Vol. 11 No. nformal (2025) · hlm. 19–33

DOI
10.15294/jone.v11i1.20625
ISSN
2528-4541, 2442-532X
Terbit
2025-02-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Background: Technological Pedagogical Content Knowledge (TPACK) is a vital framework for integrating technology into education. In Indonesia, TPACK research has grown significantly, yet most studies focus on science and mathematics, leaving gaps in social studies, particularly history education. Additionally, its potential in supporting the equivalency education system, which serves non-formal learners, remains underexplored. Research Objectives: This study aims to analyze TPACK research trends in Indonesia (2019–2023), examine its contribution to the equivalency education history teacher community, and provide recommendations for integrating TPACK into history education. Research Method: Using bibliometric analysis, this study analyzed 1,208 documents from the Scopus database with the keyword "TPACK." The analysis focused on publication trends, dominant themes, and geographical contributions, particularly in history education and equivalency education. Research Findings: Indonesian researchers dominated TPACK research during the study period. Most studies focused on pre-service teacher training and learning media development, primarily in science and mathematics. Limited attention was given to social studies, especially history, highlighting an opportunity to expand TPACK research into history education and the equivalency education system. Research Conclusion: This study emphasizes the need to integrate TPACK into history education to enhance the competencies of equivalency education history teachers. By leveraging TPACK, educators can create innovative, technology-enhanced learning experiences tailored to non-formal learners. Professional development programs are also essential to equip teachers with TPACK skills. Research Novelty: This study provides a comprehensive bibliometric analysis of TPACK trends in Indonesia, identifies gaps in social studies research, and offers practical recommendations for applying TPACK in history education and non-formal learning contexts. It paves the way for future research and practical applications in underserved educational areas.

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Dadan Adi KurniawanAfiliasi tidak diketahui2
Maulana Amirul AdhaAfiliasi tidak diketahui2
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Raden Bambang SumarsonoAfiliasi tidak diketahui2
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Muhammad AkhyarSebelas Maret University1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jone/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">TPACK Research Trends in Indonesia: Contributions to Enhancing the Equivalency Education History Teacher Community</dc:title>
	<dc:creator xml:lang="en">Sutimin, Leo Agung </dc:creator>
	<dc:creator xml:lang="en">Sariyatun, Sariyatun </dc:creator>
	<dc:creator xml:lang="en">Musadad, Akhmad Arif </dc:creator>
	<dc:creator xml:lang="en">Yuniyanto, Tri </dc:creator>
	<dc:creator xml:lang="en">Abidin, Nur Fatah </dc:creator>
	<dc:subject xml:lang="en">history learning; history teacher; TPACK research trends; teacher community.</dc:subject>
	<dc:description xml:lang="en">Background: Technological Pedagogical Content Knowledge (TPACK) is a vital framework for integrating technology into education. In Indonesia, TPACK research has grown significantly, yet most studies focus on science and mathematics, leaving gaps in social studies, particularly history education. Additionally, its potential in supporting the equivalency education system, which serves non-formal learners, remains underexplored.
Research Objectives: This study aims to analyze TPACK research trends in Indonesia (2019–2023), examine its contribution to the equivalency education history teacher community, and provide recommendations for integrating TPACK into history education.
Research Method: Using bibliometric analysis, this study analyzed 1,208 documents from the Scopus database with the keyword "TPACK." The analysis focused on publication trends, dominant themes, and geographical contributions, particularly in history education and equivalency education.
Research Findings: Indonesian researchers dominated TPACK research during the study period. Most studies focused on pre-service teacher training and learning media development, primarily in science and mathematics. Limited attention was given to social studies, especially history, highlighting an opportunity to expand TPACK research into history education and the equivalency education system.
Research Conclusion: This study emphasizes the need to integrate TPACK into history education to enhance the competencies of equivalency education history teachers. By leveraging TPACK, educators can create innovative, technology-enhanced learning experiences tailored to non-formal learners. Professional development programs are also essential to equip teachers with TPACK skills.
Research Novelty: This study provides a comprehensive bibliometric analysis of TPACK trends in Indonesia, identifies gaps in social studies research, and offers practical recommendations for applying TPACK in history education and non-formal learning contexts. It paves the way for future research and practical applications in underserved educational areas.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-02-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jone/article/view/20625</dc:identifier>
	<dc:identifier>10.15294/jone.v11i1.20625</dc:identifier>
	<dc:source xml:lang="en">Journal of Nonformal Education; Vol. 11 No. 1 (2025): Community education and lifelong education; 19-33</dc:source>
	<dc:source>2528-4541</dc:source>
	<dc:source>2442-532X</dc:source>
	<dc:source>10.15294/jone.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jone/article/view/20625/3575</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Leo Agung  Sutimin, Sariyatun  Sariyatun, Akhmad Arif  Musadad, Tri  Yuniyanto, Nur Fatah  Abidin (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>