Technological pedagogical and content knowledge (TPACK) of science teachers in a suburban area

Abstract

The aim of this study is to examine junior high school science teachers’ TPACK levels in District Aceh Besar and to find out the differences between teachers’ TPACK according to their educational background, years of teaching experience, and certification. The TPACK data were collected using a survey method with validated questionnaires. The respondents were 71 science teachers from 33 junior high schools representing all science teachers in District Aceh Besar, a suburb of Banda Aceh city. The data were analyzed using descriptive statistical analysis, specially ANOVA and an independent t-test. The research findings indicate that teachers are more knowledgeable about pedagogical and content domains than in technological. Progress of teachers’ TPACK mean score followed the educational degree level but the teaching experience and professional certification did not have a significant effect on TPACK improvement. Based on this study, science teachers in Aceh Besar need to improve their knowledge and skills in technology and TPACK to face the education challenges present in the Industry 4.0 era.