Mohan Taufiq Mashuri, Suyatno Sutoyo, Utiya Azizah, Sharipah Ruzaina Syed Aris
The ability of preservice teachers to implement technology in learning is important to be analyzed. This research has two main objectives: (1) to determine the ability of preservice chemistry teachers in implementing Technological Pedagogical and Content Knowledge (TPACK) for the learning process and (2) to determine the level of self-efficacy of preservice chemistry teachers in implementing TPACK for the learning process. This study used a quantitative descriptive technique and specifically targeted undergraduate students majoring in chemistry education who are yet to earn their bachelor's degrees. This study used a sample of 36 students at a state university in the city of Mataram, Indonesia. The ability level of preservice chemistry teachers in applying TPACK measured by a questionnaire created by Saricoban et al. and the level of self-efficacy were measured using Technology Integration Self-Efficacy (TISE) questionnaire. The TPACK referred to in this study consist of seven main aspects: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Self-efficacy measured in this study consists of three main aspects: level/magnitude, generality, and strength. The results of this research provide a positive outlook on the existing level of Technological Pedagogical Content Knowledge (TPACK) skills among future chemistry teachers. The preservice chemistry teacher demonstrated good TPACK abilities (mean score of 3.59) across all seven TPACK dimensions. Furthermore, it was also concluded that the self-efficacy level of preservice chemistry teachers in implementing TPACK for the learning process fell into the good category (average score of 3.08). This indicates that these future teachers have a self-assured and optimistic attitude towards incorporating technology-driven instructional approaches into their professional work. The study indicates a positive trend in upcoming chemistry teachers' readiness to use technology in classrooms, indicating a promising future for technology-infused science education. It emphasizes the need for continuous TPACK development in teacher training curricula. © 2025 Author(s).
Doctoral Program of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Jl. Kampus Unesa Ketintang, Surabaya, 60231, Indonesia; Department of Tadris Science Biology, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Mataram, Jl. Gajah Mada No. 100, Mataram, 83116, Indonesia; Department of Science and Mathematics, Faculty of Education, Universiti Teknologi MARA, Levels 5 & 7, Building FSK 1, Puncak Alam Campus, Selangor, Darul Ehsan, Malaysia
