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Teacher CPD model integrating TPACK framework with attitude and character knowledge

Indonesian Research Journal in Education |IRJE| · Vol. 9 No. 02 (2025) · hlm. 750–764

DOI
10.22437/irje.v9i02.51839
ISSN
2580-5711
Terbit
2025-12-20
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This study aimed to develop a comprehensive Teacher CPD (Continuous Professional Development) model integrating the TPACK framework with attitude and character knowledge. The model addressed both cognitive competencies, such as pedagogical, technological, and content knowledge, and non-cognitive competencies, including attitude and character traits. A mixed-methods approach was employed, combining quantitative data from a survey of 1,012 teachers across Indonesia with qualitative data from interviews. The findings reveal that teachers prioritize pedagogical, professional, social, and personality competencies, while also emphasizing the importance of attitude and character for effective teaching. Teachers with strong character traits, such as empathy, responsibility, and integrity, were found to be more effective in integrating technology and fostering positive classroom environments. The study highlights the need for CPD programs to focus on both technical skills and emotional intelligence, offering a more holistic approach to teacher development in the digital age.

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  • Padjadjaran University
  • Indonesia University of Education
  • Diponegoro University
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Rekan penulisOrganisasiArtikel bersama
Sururi SururiAfiliasi tidak diketahui7
Dedy Achmad KurniadyAfiliasi tidak diketahui6
Tjutju YuniarsihAfiliasi tidak diketahui4
Agus WuryantoAfiliasi tidak diketahui4
Diding NurdinIndonesia University of Education3
Endang HerawanAfiliasi tidak diketahui2
Eka PrihatinAfiliasi tidak diketahui2
Nugraha SuhartoAfiliasi tidak diketahui2
Djam’an SatoriAfiliasi tidak diketahui2
Hadiyanto HadiyantoDiponegoro University2
Novebri NovebriAfiliasi tidak diketahui2
Deden Deni KoswaraAfiliasi tidak diketahui2
Suryadi SuryadiAfiliasi tidak diketahui2
Ryzki WiryawanAfiliasi tidak diketahui2
Siti NurlatifahAfiliasi tidak diketahui2
Deddy MulyanaPadjadjaran University1
Dadang Rahmat HidayatPadjadjaran University1
Susanne DidaPadjadjaran University1
Tine SilvanaPadjadjaran University1
Siti KarlinahPadjadjaran University1
Jenny Ratna SuminarPadjadjaran University1
Iwan AriesAfiliasi tidak diketahui1
AlfianAfiliasi tidak diketahui1
Taufani C. KurniatunAfiliasi tidak diketahui1
Mochammad Devi Cahya RuhimatAfiliasi tidak diketahui1
Rifan ShodikinAfiliasi tidak diketahui1
Rahadyan Surya PradanaAfiliasi tidak diketahui1
Nani HartiniAfiliasi tidak diketahui1
Ira Nadya OctaviraAfiliasi tidak diketahui1
M. Rezeki MuamarAfiliasi tidak diketahui1
Muthahharah ThahirAfiliasi tidak diketahui1
Cucun SunaengsihAfiliasi tidak diketahui1
Dadan DjuandaAfiliasi tidak diketahui1
Aah Ahmad SyahidAfiliasi tidak diketahui1
Yayah RahyasihAfiliasi tidak diketahui1
Yudi KusumahAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Teacher CPD model integrating TPACK framework with attitude and character knowledge </dc:title>
	<dc:creator xml:lang="en">Ariyana, Yoki</dc:creator>
	<dc:creator xml:lang="en">Komariah, Aan</dc:creator>
	<dc:creator xml:lang="en">Permana, Johar</dc:creator>
	<dc:creator xml:lang="en">Suryana, Asep</dc:creator>
	<dc:description xml:lang="en">This study aimed to develop a comprehensive Teacher CPD (Continuous Professional Development) model integrating the TPACK framework with attitude and character knowledge. The model addressed both cognitive competencies, such as pedagogical, technological, and content knowledge, and non-cognitive competencies, including attitude and character traits. A mixed-methods approach was employed, combining quantitative data from a survey of 1,012 teachers across Indonesia with qualitative data from interviews. The findings reveal that teachers prioritize pedagogical, professional, social, and personality competencies, while also emphasizing the importance of attitude and character for effective teaching. Teachers with strong character traits, such as empathy, responsibility, and integrity, were found to be more effective in integrating technology and fostering positive classroom environments. The study highlights the need for CPD programs to focus on both technical skills and emotional intelligence, offering a more holistic approach to teacher development in the digital age.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2025-12-20</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://online-journal.unja.ac.id/irje/article/view/51839</dc:identifier>
	<dc:identifier>10.22437/irje.v9i02.51839</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education; 750-764</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/51839/22920</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>