Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey
Ibrohim Ibrohim 1 * , Endang Purwaningsih 2, Munzil Munzil 3, Erry Hidayanto 4, Ahmad Kamal Sudrajat 5, Muhammad Saefi 6, Zainudin bin Hassan 7
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1 Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
2 Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
3 Science Education Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
4 Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
5 Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, INDONESIA
6 Department of Biology, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, INDONESIA
7 Education School, Faculty of Education, Universiti Teknologi Malaysia, MALAYSIA
* Corresponding Author

Abstract

TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher’s workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master’s degree education have a higher and significantly higher TPACK perception than teachers with a bachelor’s degree.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/12282

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 9, Article No: em2146

Publication date: 27 Jul 2022

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Article Downloads: 140

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