The Technological Pedagogical Content Knowledge (TPACK) among Mathematics Teachers In Primary Schools

摘要

The purposes of this study are to identify the level of technological pedagogical content knowledge (TPACK) and identify the relationships among different components of technological pedagogical content knowledge (TPACK) of mathematics teachers in primary schools. The instrument used in this study is TPACK survey instrument (Pamuk et al., 2013) to measure teacher’s technological pedagogical content knowledge. The participants of this study consist of 173 mathematics teachers from 24 primary schools of five areas in Banjarmasin, South Kalimantan, Indonesia. The finding of descriptive analysis was that the majority of the respondents reported moderate level of TPACK’s components. The structural model test results show that the value of chi square is 4.843; P-value is 0.184; CMIN/DF is 1.614; RMSEA is 0.063; GFI is 0.993; AGFI is 0.911; TLI is 0.989; and CFI is 0.999. Structural equation modeling (SEM) was used to test all hypotheses. The finding of hyphothesis test shows that there are significant relationships exist among TPACK components. The implication of this study is to increase primary schools mathematics teachers’ ability about technological pedagogical content knowledge. In addition, primary schools mathematics teachers should constantly be balance with the ability of technological pedagogical content knowledge components so that learning in classroom could be meaningful.