Exploration of Technological Pedagogical Content Knowledge (TPACK) of Prospective Chemistry Teacher Students

  • Ruli Meiliawati Universitas Palangka Raya
  • Alfred Tobok Siahaan Universitas Pendidikan Indonesia
  • Suandi Sidauruk Palangka Raya University
Keywords: chemistry, Prospective Chemistry Teacher Students, TPACK


Student teacher candidates (chemistry) must have adequate Technological Pedagogical Content Knowledge (TPACK) competence, because TPACK is in the realm of the four main competencies of a teacher which include pedagogical competence, personality competence, social competence and professional competence which are useful in implementing learning. This study aims to explore the TPACK of prospective chemistry teachers. TPACK is a framework that tries to understand the relationship between lesson material (Content), knowledge about teaching (pedagogical knowledge), and the use of technology (technological knowledge). In TPACK, prospective teacher students' knowledge of integrating technology in learning makes classroom activities effective and efficient. Technology integration is considered a closely related teaching component and is also included in PCK. This research used a cross-sectional survey method with 36 chemistry education students who had carried out PPL as participants. The research results indicate that several prospective chemistry teacher students have sufficient TPACK competency. However, the use of technology, mastery of material, and pedagogical skills still need to be improved in order to produce professional teachers.


Download data is not yet available.


Cetin-Dindar, A., Boz, Y., Sonmez, D. Y., & Celep, N. D. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183.

Creswell, J. W. (2012).. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of educational computing research, 41(3), 319-346.

Hewitt, J. (2008). Reviewing the handbook of technological pedagogical pedagogical content knowledge (TPACK) for educators. Canadian Journal of Science, Mathematics, and Technology Education, 8 (4), 355 – 360.

Hidayat, A. (2019). Technological pedagogical content knowledge (TPACK) instrument for Indonesia science pre-service teacher: Framework, indicators, and items development. Unnes Science Education Journal, 8(2).

Holland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers: Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical, and content knowledge competencies. Journal of Educational Computing Research, 54(2), 196-224.

Hughes, I. A. (2005). A perspective on perspectives. Archives of Disease in Childhood, 90(8), 771–771. https://doi.org/10.1136/adc.2005.073536

Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48-59.

Koehler, M. J., & Mishra, P. (2009). “What is Technological Pedagogical Content Knowledge (TPACK)?”.Contemporary Issues in Technology and Teacher Education. 9 (1), pp 60-70.

Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development Of Technological Pedagogical Content Knowledge. Educational Computing Research, 32(2), 131–152.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. ICT integrated teacher education: A resource book, 2-7.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19

Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge. International Journal of Science Education, 36(8), 1313-1345.

Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257.

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht: Springer Netherlands.

Mishra, P. dan M. J. Koehler. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 6 (108): 1017-1058

Oyanagi, W. And Satake, Y. (2016). Capacity Building in Technological pedagogical Content Knowledge for Preservise Teacher. International Journal for Educational Media and Technology, 10 (1), 33 – 44.

Saudagar, F., & Idrus, A. (2011). Pengembangan profesionalitas guru. Jakarta: Gaung Persada.

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. Journal of research on Technology in Education, 42(2), 123-149.

Yarrow, dkk (2019). Janji Pendidikan di Indonesia. The World Bank.1-10.

How to Cite
Meiliawati, R., Siahaan, A.T. and Sidauruk, S. 2023. Exploration of Technological Pedagogical Content Knowledge (TPACK) of Prospective Chemistry Teacher Students. Jurnal Ilmiah Kanderang Tingang. 14, 2 (Dec. 2023), 486-494. DOI:https://doi.org/10.37304/jikt.v14i2.270.

Most read articles by the same author(s)

1 2 > >>