PENGARUH PENERAPAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) TERHADAP PENINGKATAN KOMPETENSI PEDAGOGIK GURU RAUDHATUL ATHFAL DI KABUPATEN PURWOREJO

Abstract

The rapid development of information technology is driving the world of education, including the Raudhatul Athfal (RA) level, to transform towards more adaptive and digital-based learning. Teachers are required not only to master learning content and strategies, but also to be able to integrate technology effectively. The Technological Pedagogical and Content Knowledge (TPACK) approach is an important framework in equipping teachers to be able to design meaningful learning that suits the needs of 21st-century students. The purpose of this study is to understand (1) the application of TPACK carried out by RA teachers in Purworejo Regency (2) The importance of implementing TPACK in efforts to improve the pedagogical competence of RA teachers. (3) How does the application of TPACK affect the improvement of the pedagogical competence of RA teachers in Purworejo Regency. This study used a quantitative approach with a quasi-experimental type and a pretest-posttest control group design. The study was conducted in May–June 2025 at several RA institutions in Purworejo Regency. The sampling technique used purposive sampling, with a total sample of 80 teachers divided into two groups, the experimental group and the control group. Data collection techniques were carried out through a pedagogical competency questionnaire compiled based on the seven dimensions of TPACK and teacher pedagogical competency indicators distributed through WAG. Data were analyzed using the SPSS 16 application with descriptive analysis to find information on the implementation of TPACK and paired sample t-tests and N-Gain calculations to see the effectiveness of the treatment. The results of the study showed a significant increase in scores in the experimental group, with an average N-Gain of 0.5869 (quite effective category). The t-test results showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the pretest and posttest scores. These findings indicate that the TPACK approach has a positive influence in improving the pedagogical competence of RA teachers, especially in creating a comfortable learning environment, organizing effective learning, and implementing assessments and providing meaningful feedback