Exploring Teachers’ Voices: Conceptualization and Integration of TPACK in Islamic Education
DOI:
https://doi.org/10.22373/fitrah.v7i2.9057Keywords:
TPACK, Islamic Education, Secondary Teachers, Technology IntegrationAbstract
This qualitative case study explores the conceptualization and integration of Technological Pedagogical Content Knowledge (TPACK) among Islamic Education (PAI) teachers. It investigates how Islamic education teachers perceive and plan for technology integration in their teaching. Through in-depth interviews with five secondary school PAI teachers and principals across four schools in Banda Aceh and Aceh Besar, data were analyzed using qualitative coding techniques and a composite narrative strategy. Findings indicate that teachers and principals unanimously acknowledge the necessity and benefits of technology in PAI learning for student engagement and improved understanding. While teachers actively create digitized instructional materials and incorporate technology into their lesson plans (RPP), explicit awareness and understanding of the formal TPACK framework remain limited among most participants. Despite this, their pedagogical practices implicitly align with TPACK principles, utilizing various technologies to enrich learning. This study highlights a gap between implicit technological pedagogical content knowledge and explicit theoretical understanding. The research contributes valuable insights into the current state of TPACK integration in PAI, underscoring the importance of further professional development to formalize theoretical knowledge and optimize technology use in Islamic education
References
Abidin, Z. (2013). Kecendrungan mahasiswa memilih prodi tarbiyah dan minat menjadi guru periode akademik 2012 - 2013. SUHUF, 26, (1) 67-84.
Ajizah, I., & Huda, M. N. (2010). TPACK sebagai bekal guru PAI di era revolusi industri 4.0, TA’ALLUM: Jurnal Pendidikan Islam, 08 (02), 333-352. p-ISSN: 2303-1891; e-ISSN: 2549-2926
Andina, E. (2018). Efektivitas pengukuran kompetensi guru. Aspirasi: Jurnal Masalah-Masalah Sosial, 9 (2). 204-244. ISSN: 2086-6305 (print) ISSN: 2614-5863 (electronic). DOI: https://doi.org/10.22212/aspirasi.v7i1.1084
Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education. 52, 154–168
Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content
knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564
Baran, E., Chuang, H. H., &Thompson, A (2011). TPACK: an emerging research and development tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology 10, no. 1: 370-377;
Bouckaert, M. (2019). “Current perspectives on teachers as material developers: why, what and how”. RELC Journal 50, no. 3:. 439–456. https://doi.org/10.1177/0033688218810549
Bryan, B., Murphy, J. & Sullivan., J. (2012). Administrator Insights and Reflections: Technology Integration in Schools”. The Qualitative Report 17, no. 1: 200-221. https://doi.org/10.46743/2160-3715/2012.1815
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. 5th ed. Thousand Oaks, London, New Delhi: Sage Publications, Inc.
Chai, Ching Sing, Joyce Hwee Ling Koh. “Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM), Learning” Research and Practice 3, no. 2 (2017):114-129.
Dix, N., Lail, A., Birnbaum, M., Paris, J. (2020). Exploring the at-risk student label through the herspectives of Higher education professionals. The Qualitative Report, 25, no. 11. p. 3830-3846.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). Geothentic: Designing and assessing with technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education. 9, 316–336.
Dudung, A. (2018). Kompetensi profesional guru (suatu studi meta-analysis desertasi pascasarjana UNJ). Jurnal Kesejahteraan Keluarga dan Pendidikan (JKKP), 05 (01), 9-19, doi.org/10.21009/JKKP.051.02
Fakhruddin, Zulfan, Amzah, Nurchalis, N. F. (2019). Technology-based teaching material development training for pre-service teachers improve students’ learning outcomes”. NOBEL: Journal of Literature and Language Teaching 10, no. 1: 87-102;
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content Knowledge. British Journal of Educational Technology. Vol. 3, No. 5, 749–760 https://doi.org/10.1111/j.1467-8535.2006.00559.x
Ghavifiekr, S., & Rosdy, W. A. W. (2012). Teaching and learning with technology: Effectiveness of ICT integration in school. International Journal of Research in Education and Science (IJRES), 1. no 2: 175-191.
Ghavifekr, S., Abd Razak, A. Z., A. Gani, M. F. A., Ran, Ng. Y., Meixi, Y. & Tengyue, Z. (2014). ICT integration in education: incorporation for teaching & learning improvement. Malaysian Online Journal of Educational Technology” 2, no. 2: 24-45
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953–1969. doi:10.1016/j.compedu.2011.04.010
Groth, R., Spickler, D., Bergner, J., & Bardzell, M. (2009). A Qualitative approach to assessing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(4), 392-411..
Harris, J., Hofer, M. J., & Hofer, M. (2017). Differentiating TPACK-based learning materials for preservice and inservice teachers. Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 1656-1665). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). 1656–1665.
Haris, J., Mishra, P., & Koehler, M. J. (2009). Teachers' technological pedagogical knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(3), 393-416
John Schacter. The impact of education technology on student achievement: What the most current research to say. (Monica: Milken Exchange on Education Technology, 1999).
Kajuna, L. W. (2009). Implementation of technology in higher education: A case study of the University of Dar-es-Salaam in Tanzania. PhD diss., (Ohio University)
Koçoǧlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia - Social and Behavioral Sciences, 1(1), 2734–2737. https://doi.org/10.1016/j.sbspro.2009.01.485
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Kramarski, B., & Michalsky, T. (2009). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2009.05.003
Kreijns, K., Acker, F.V., Vermeulen, M., & Buuren, H. V. (2012). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in educatio. Computers in Human Behavior. 29: 217-225
Lin, M. H., Chen, H. C., & Kuang-Sheng Liu, K. S. ( 2017). A study of the effect of digital learning on learning motivation and learning outcome”. EURASIA Journal of Mathematics Science and Technology Education 13, no. 7: 3553-3564
Liu, S., Liu, H., Yu, Y., Li, Y., & Wen, T. (2014). TPACK: A New Dimension to EFL Teachers’ PCK. Journal of Education and Human Development, 3 (2), 681-693
Lye, L. T. (2013). Opportunities and challenges faced by private higher education institution using the TPACK model in Malaysia.” Proceedia-Socia amd Behavioral Science, 91: 294-305;
Mairisiska, T., Sutrisno, & Asrial (2014). Pengembangan perangkat pembelajaran berbasis TPACK pada materi sifat koligatif larutan untuk meningkatkan keterampilan berpikir kritis siswa. Edu-Sains, 3 (1), 28-37.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content
Knowledge: A Framework for Teacher Knowledge. Teachers College Record.108, (6), 1017–1054
Papanikolaou, K., Makri, K., & Roussos, P. (2017). Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning. International Journal of Educational Technology in Higher Education, SpringerOpen, https://doi.org/10.1186/s41239-017-0072-z
Purnasari, F. D., Sadewo, Y. D. (2020). Pemanfaatan teknologi dalam pembelajaran sebagai upaya peningkatan kompetensi pedagogic. Jurnal Publikasi Pendidikan”,10, no. 3: 189-196
Quddus, A. (2019). Implementasi technological pedagogical content knowledge (TPACK) dalam pendidikan profesi guru ( ppg ) PAI LPTK, UIN Mataram. J U R N A L T A T S Q I F: Jurnal Pemikiran dan Penelitian Pendidikan, 7 (2), 213–230.
Rafi, I., & Sabrina, N. (2019). Pengintegrasian TPACK dalam Pembelajaran Transformasi Geometri SMA untuk Mengembangkan Profesionalitas Guru Matematika. SJME (Supremum Journal of Mathematics Education), 3(1), 47–56. https://doi.org/10.35706/sjme.v3i1.1430
Rahayu, S. (2017). Technological pedagogical content knowledge (TPACK): integrasi ICT dalam pembelajaran IPA abad 21. Prosiding Seminar Nasional Pendidikan IPA IX tahun 2017. TPACK: Optimalisasi Pemanfaatan ICT untuk Meningkatkan Profesionalisme Guru dalam Pembelajaran IPA di Era Digital
Rahmadi, I. F. (2019). Technological pedagogical content knowledge (TPACK):
kerangka pengetahuan guru abad 21. Jurnal Pendidikan Kewarganegaraan, 6 ( 1), 65-74.
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3, 45-47
Rehan, A. S. & Un Nisa, M. (2016). The significance of Educational Technology in Teaching Learning Process.” The International Journal of Indian Psychology 4, no. 79: 163-169
Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. (San Francisco: WestEd, 2002).
Salsabila, U. H., Ramadhan, P. L., Hidayatullah, N., & Anggraini, S. N. (2022). Manfaat teknologi dalam Pendidikan Agama Islam. Ta’lim: Jurnal Pendidikan Islam 5, no. 1: 1-17
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M.J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers, JRTE, 42(2), 123–149
Schwieger, D. & Ladwig, C. (2018). Reaching and retaining the next generation: adapting to the expectations of Gen Z in the classroom.” Information Systems Education Journal 16, no. 3: 45-54
Setiawan, H., S. Phillipson, W. Isnaeni. (2019). Current trends in TPACK research in science education: a systematic review of literature from 2011 to 2017." In Journal of Physics: Conference Series, vol. 1317, no. 1, p. 012213. IOP Publishing
Shinas, V. H., Karchmer-klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. JRTE, 45(4), 339–360.
Silverman, D. (2017). Doing qualitative research. The 5th edition, Los Angeles, London, New Delhi, Sage Publication.
Silverman, D. (2019). Interpreting qualitative data 6th ed. (New York & Los Angeles: Sage Publications, Ltd.
Silverman, D. (2020). Interpreting qualitative data, the 6th edition. Los Angeles, London, New Delhi, Sage Publication.
Silverman, D. (2022). Doing qualitative research.6th ed. (New York & Los Angeles: Sage Publications. Ltd.
Strickland, J. S. (2003). An exploration of the integration of technology into teacher education. PhD diss., (The Ohio State University)
Syamdianita., & Cahyono, B. Y. (2021). The EFL pre-service teachers’ experiences and challenges in designing teaching materials using TPACK framework. Studies in
English Language and Education, 8(2), 561-577.
Taylor, S. J., Robert Bogdan, R. & DeVault, M. L. ( 2016). Introduction to qualitative research methods: A guidebook and resource. 4th ed. New Jersey: John Wiley & Sons. Inc.
Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to
teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences. https://doi.org/10.1016/j.kjss.2018.07.012
Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964–977
Wilis, R. (2019). The use of composite narratives to present interview finding. Qualitative Research 9, no. 4 (2019): 1-10.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Emawati, Teuku Zulfikar, Cut Fadhilah Alfa Karim, Silfia Ikhlas, Lia Fitria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work. (See The Effect of Open Acces)
