Technological Pedagogical and Content Knowledge (TPACK) on Mathematics Learning: A Systematic Review

Etika Khaerunnisa, Asep Muhyidin, Sjaifuddin Sjaifuddin, Yuyu Yuhana

Abstract


This study aimed to determine the extent of research using TPACK on Mathematics Learning. This Systematic Review  used the PRISMA method and, with the help of the Publish or Perish and VOS Viewer software applications, obtained 142 articles from journals sourced from Scopus. The article journal is related to using the TPACK method in mathematics learning. It was found from the results of the literature review that the study of TPACK keywords could be categorized into (1) TPACK on the use of teaching/learning devices/tools and the development of learning innovations; (2) TPACK in learning planning; and (3) TPACK in evaluating teacher competency. The author believes that applying TPACK in mathematics learning requires careful planning and clear output/outcomes, so using tools can also provide optimal benefits. However, it must still be coupled with qualified teaching teachers' competence.


Keywords


Systematic Review; TPACK; Mathematics Learning

Full Text:

PDF

References


Abubakir, H., & Alshaboul, Y. (2023). Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e17348

Aini, A. N. (2024). Measuring Preservice Mathematics Teachers’ Technological Pedagogical and Content Knowlede in the Post-Pandemic Era. Mathematics Education Journal, 18(2), 231–244. https://doi.org/10.22342/jpm.v18i2.pp231-244

Amrina, Z., Anwar, V. N., Alvino, J., & Sari, S. G. (2022). Analisis Technological Pedagogical Content Knowledge Terhadap Kemampuan Menyusun Perangkat Pembelajaran Matematika Daring Calon Guru SD. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 1069–1079. https://doi.org/10.31004/cendekia.v6i1.1313

Banjar, A., Xu, X., Iqbal, M. Z., & Campbell, A. (2023). A systematic review of the experimental studies on the effectiveness of mixed reality in higher education between 2017 and 2021. Computers & Education: X Reality, 3(July 2022), 100034. https://doi.org/10.1016/j.cexr.2023.100034

Bastidas-Orrego, L. M., Jaramillo, N., Castillo-Grisales, J. A., & Ceballos, Y. F. (2023). A systematic review of the evaluation of agricultural policies: Using prisma. Heliyon, 9(10). https://doi.org/10.1016/j.heliyon.2023.e20292

Blundell, C. N., Mukherjee, M., & Nykvist, S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3(September 2021), 100093. https://doi.org/10.1016/j.caeo.2022.100093

Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2024). Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review. Computers and Education Open, 7(July), 100201. https://doi.org/10.1016/j.caeo.2024.100201

Cabus, S. J. (2017). SMART in Mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. British Journal of Educational Technology, 48(1), 145–161. https://doi.org/10.1111/bjet.12350

Chatmaneerungcharoen, S. (2019). Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012017

Courey, S. (2015). The effects of using dynabook to prepare special education teachers to teach proportional reasoning. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 45–64. https://doi.org/10.4018/ijwltt.2015010104

Diana, P. N., & Mampouw, H. L. (2019). Deskripsi Pedagogical Content Knowledge Guru Matematika Ditinjau dari Perbedaan Gender. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(1), 47–57. https://doi.org/10.31004/cendekia.v3i1.81

Evans, M. (2015). School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice. Asia-Pacific Education Researcher, 24(3), 495–504. https://doi.org/10.1007/s40299-014-0225-y

Fabian, A., Backfisch, I., Kirchner, K., & Lachner, A. (2024). A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration. Computers and Education Open, 7(June), 100200. https://doi.org/10.1016/j.caeo.2024.100200

Galletta, S., Mazzù, S., Naciti, V., & Paltrinieri, A. (2024). A PRISMA systematic review of greenwashing in the banking industry: A call for action. Research in International Business and Finance, 69(February), 102262. https://doi.org/10.1016/j.ribaf.2024.102262

Getenet, S. (2016). Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21(1), 19–34. https://doi.org/10.1007/s10639-013-9306-4

Goodson-Espy, T. (2014). Interactive whiteboards: Preparing secondary mathematics teachers to avoid catch-22. In Cases on Technology Integration in Mathematics Education (pp. 288–307). https://doi.org/10.4018/978-1-4666-6497-5.ch014

Habiyaremye, H. T. (2024). Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12634-x

Hayani, S. N., & Sutama, S. (2022). Pengembangan Perangkat dan Model Pembelajaran Berbasis TPACK Terhadap Kualitas Pembelajaran Daring. Jurnal Basicedu, 6(2), 2871-2882.

Hidayat, R. (2024). The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers. Acta Psychologica, 249. https://doi.org/10.1016/j.actpsy.2024.104432

Hudha, M. N., Wahyuningtyas, A., Nurilyasari, D. F., Prastiyan, R., & Ayu, H. D. (2023). Inkuiri dalam Pendidikan Fisika: Sistematika Literatur Review. Kappa Journal, 7(2), 217–227. https://doi.org/10.29408/kpj.v7i2.17538

Indrawati, F. (2021). Pengembangan Aplikasi Pembelajaran Matematika Melalui TPACK. … Panel Nasional Pendidikan Matematika, 58, 349–356. http://www.proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/558

Jameson, J., Rumyantseva, N., Cai, M., Markowski, M., Essex, R., & McNay, I. (2022). A systematic review and framework for digital leadership research maturity in higher education. Computers and Education Open, 3(October), 100115. https://doi.org/10.1016/j.caeo.2022.100115

Kafyulilo, A. (2019). Developing tpack in science and mathematics teacher education in tanzania: A proof of concept study. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 139–155. https://doi.org/10.1007/978-3-030-20062-6_8

Lane, J. (2015). A multimodal discourse on the use of touch enabled mobile devices for mathematics education. In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education (pp. 214–239). https://doi.org/10.4018/978-1-4666-8714-1.ch010

Li, M. (2023). Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context. Eurasia Journal of Mathematics, Science and Technology Education, 19(11), 1–24. https://doi.org/10.29333/ejmste/13671

Madueme, P. G. U. & Chirove, F. (2024). A systematic review of mathematical models of Lassa fever. Mathematical Biosciences, 374(June), 109227. https://doi.org/10.1016/j.mbs.2024.109227

Manikam, R. & Maat, S. M. (2023). Sorotan Literatur Bersistematik: Trend Augmented Reality dalam Pengajaran dan Pembelajaran Matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), e002046. https://doi.org/10.47405/mjssh.v8i1.2046

Muhammad, I., Marchy, F., Rusyid, H. K., & Dasari, D. (2022). Analisis Bibliometrik: Penelitian Augmented Reality Dalam Pendidikan Matematika. JIPM (Jurnal Ilmiah Pendidikan Matematika), 11(1), 141. https://doi.org/10.25273/jipm.v11i1.13818

Muir, T. (2016). Using the IWB in an Early Years Mathematics Classroom: An Application of the TPACK Framework. Journal of Digital Learning in Teacher Education, 32(2), 63–72. https://doi.org/10.1080/21532974.2016.1138913

Murtiyasa, B., & Atikah, M. D. (2021). Kemampuan Tpack Mahasiswa Calon Guru Matematika Pada Mata Kuliah Praktikum Pembuatan Alat Peraga Matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2577. https://doi.org/10.24127/ajpm.v10i4.4351

Najibah, N. K., & Salsabila, E. (2022). Tpack dalam Pembelajaran Matematika Online di Masa Pandemi. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 5(1), 106-111.

Njiku, J. (2024). Assessing the development of mathematics teachers TPACK through an observation rubric. Education and Information Technologies, 29(2), 2043–2066. https://doi.org/10.1007/s10639-023-11901-7

Nugrahanti, T. P., Napis Qurtubi, A., Nazmi, R., Husnita, L., & Zahruddin, A. (2023). Pelatihan Pencarian Referensi Penelitian di Jurnal Index Scopus dan Pengenalan Mendeley Desktop Untuk Meningkatkan Kualitas Karya Ilmiah Mahasiswa Tingkat. Journal of Human and Education, 3(2), 585–591.

Nyikahadzoyi, M. (2015). Teachers’ Knowledge of the Concept of A Function: A Theoretical Framework. International Journal of Science and Mathematics Education, 13, 261–283. https://doi.org/10.1007/s10763-013-9486-9

Patahuddin, S. M. (2016). Analysing Mathematics Teachers’ TPACK Through Observation of Practice. Asia-Pacific Education Researcher, 25(5), 863–872. https://doi.org/10.1007/s40299-016-0305-2

Rafi, I., & Sabrina, N. (2019). Pengintegrasian TPACK dalam Pembelajaran Transformasi Geometri SMA untuk Mengembangkan Profesionalitas Guru Matematika. SJME (Supremum Journal of Mathematics Education), 3(1), 47–56. https://doi.org/10.35706/sjme.v3i1.1430

Rahayu, E. M., Rahayu, E. Y., & Irawan, N. (2023). Technological Pedagogical Content Knowledge (Tpack) in the Instruction Design of the Participants in Teacher Profession Education: a Narrative Inquiry Case Study. Kwangsan: Jurnal Teknologi Pendidikan, 11(1), 312. https://doi.org/10.31800/jtp.kw.v11n1.p312--327

Sampaio, P. A. D. S. R. & Coutinho, C. P. (2015). Teachers as curriculum builders: integrating technology to learning activities in mathematics. Revista Brasileira de Educação, 20, 635-661. https://doi.org/10.1590/S1413-24782015206205

Sampaio, P. A. D. S. R. (2016). Mathematics teachers’ technological knowledge about interactive whiteboards according to public policies of lifelong training. Ensaio: Avaliação e Políticas Públicas em Educação, 24(93), 845-865. https://doi.org/10.1590/S0104-40362016000400004

Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., Ilic, D., Hiscox, T. J., & Berry, A. (2024). Pedagogical content knowledge (PCK) in higher education: A systematic scoping review. Teaching and Teacher Education, 144(July 2023), 104608. https://doi.org/10.1016/j.tate.2024.104608

Stoilescu, D. (2015). A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology. Journal of Educational Computing Research, 52(4), 514–547. https://doi.org/10.1177/0735633115572285

Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381

Yanti, M. & Mawarwati. (2023). Analisis Technological Pedagogical and Content Knowledge (TPACK) Mahasiswa Calon Guru SD Pada Materi IPA. Jurnal Elementaria Edukasia, 6(3), 1138–1148. https://doi.org/10.31949/jee.v6i3.6312

Yurinda, B. & Widyasari, N. (2022). Analisis Technological Pedagogical Content Knowledge (Tpack) Guru Profesional Dalam Pembelajaran Matematika Di Sekolah Dasar. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 8(1), 47. https://doi.org/10.24853/fbc.8.1.47-60




DOI: https://doi.org/10.53889/ijses.v5i1.539

Article Metrics

Abstract view : 47 times
PDF - 20 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Etika Khaerunnisa, Asep Muhyidin, Sjaifuddin Sjaifuddin, Yuyu Yuhana

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 Creative Commons License

International Journal of STEM Education for Sustainability is licensed under a Creative Commons Attribution 4.0 International License