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RESEARCH PAPER
Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey
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
Publication date: 2022-07-27
EURASIA J. Math., Sci Tech. Ed 2022;18(9):em2146
KEYWORDS
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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