Rizal Efendi Silalahi, Fahri Nugraha Koto, Diana Kirani Putri

Development of TPACK-Based Digital Learning Curriculum for Elementary School Teachers

Introduction

Development of tpack-based digital learning curriculum for elementary school teachers. Develop a TPACK-based digital learning curriculum for elementary school teachers to enhance technology integration, improve competencies, and elevate teaching quality in the digital age.

Abstract

Digital transformation in education requires teachers to have competencies that are not limited to pedagogy and content, but also technology. This study aims to develop a digital learning curriculum based on the TPACK (Technological Pedagogical Content Knowledge) framework that can be implemented by elementary school teachers to improve the quality of the learning process in the digital age. A research and development (R&D) approach was used, adapting the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). During the analysis phase, teachers' needs for technology integration in learning were identified through observation and interviews. The analysis results were used to design a curriculum that balances and contextualizes technological, pedagogical, and content aspects according to the needs of elementary school teachers. The developed curriculum prototype was then validated by curriculum experts, educational technology experts, and experienced teachers. The validation results indicated that the curriculum has a high level of feasibility in terms of content relevance, TPACK component integration, and its effectiveness in teaching practice. Subsequently, the curriculum was implemented on a limited basis in several elementary schools and evaluated through questionnaires and observation of implementation. The evaluation results showed an increase in teachers' competencies in effectively integrating technology into the teaching and learning process.

Review

This study addresses a highly relevant and critical area in contemporary education: the development of a TPACK-based digital learning curriculum for elementary school teachers. In an era of rapid digital transformation, the need for educators to possess robust technological, pedagogical, and content knowledge is paramount. The chosen TPACK framework is particularly apt for this endeavor, offering a comprehensive conceptualization of the interwoven competencies required for effective technology integration. The abstract clearly articulates a timely research problem and proposes a practical solution, positioning the curriculum as a vital tool for enhancing the quality of learning in the digital age. The methodology employed, a research and development (R&D) approach adapting the well-established ADDIE model, demonstrates a systematic and rigorous process. The initial analysis phase, involving observations and interviews to identify teacher needs, provides a strong empirical foundation for the curriculum's design. This user-centered approach ensures the developed curriculum is relevant and contextualized for elementary school teachers. The subsequent validation by a diverse panel of experts—curriculum, educational technology, and experienced teachers—lends significant credibility to the curriculum's feasibility, particularly regarding content relevance, TPACK component integration, and practical effectiveness. The abstract further highlights a promising outcome from the limited implementation, indicating an increase in teachers' competencies. Overall, this work presents a valuable contribution to educational technology and teacher professional development. The systematic approach to curriculum development, from needs analysis to expert validation and initial implementation, underscores its potential impact. While the abstract offers a compelling overview of the development process and initial successes, a full paper would be enhanced by further detail on the specific content and structure of the curriculum, the scope and context of the limited implementation, and more granular data on the observed increase in teacher competencies. Nevertheless, the study successfully lays a strong foundation for equipping elementary school teachers with the essential skills for digital learning environments.

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