Mohammad Auza'I Aqib, Rooselyna Ekawati, Siti Khabibah
Education has transformed and adapted to technological advances, so it is important for prospective teachers, especially in mathematics, to have technological knowledge to integrate it into education. TPACK is a conceptual framework for integrating technology into learning. The emergence of the development of TPACK frameworks such as ICT-TPACK and TPACK-XL provides a hypothesis about learner knowledge components parallel to the technology, pedagogy, and content knowledge components. A framework that has core components in the form of technological knowledge, pedagogy, learner, and content and their combination is then named by researchers as TPLACK. This research aims to develop the TPLACK survey instrument. The research method in compiling questionnaire items was carried out using a literature review with a quantitative approach. Meanwhile, the tests on the prepared questionnaire were correlation tests to calculate validity and Cronbach alpha to check the instrument's reliability. Next, confirmatory factor analysis (CFA) tests whether the indicators that have been grouped based on construct variables are consistently within that construct group. The respondents in this study were 108 mathematics education students spread across Indonesia, consisting of 92 respondents from the western region, 14 from the central area, and two from the eastern region. The subject criteria are students who are taking a bachelor's degree in mathematics education for at least a year or three and who have studied courses related to knowledge of pedagogy, content, technology, and learners. By using SPSS software, a valid and reliable TPACK instrument was obtained. The average validity of all questionnaire items was obtained at a score of 0.540, with a valid category for the r table of 0.1891. For the reliability of the questionnaire, a score of 0.926 was obtained in the very reliable category. The factor analysis revealed that out of the 34 questionnaire items tested, 31 met the established criteria. Lastly, this research serves as a starting point for the development of the TPACK framework by incorporating the component of learner knowledge. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia; Mathematics Education Department, UIT Lirboyo Kediri, Kediri, Indonesia
