Analysing Indonesian lecturers’ TPACK adaptation in online teaching during covid-19 pandemic via structural equation modelling
DOI:
https://doi.org/10.58881/jlps.v4i1.49Keywords:
structural equation model, digital learning, higher education, online teaching, TPACKAbstract
The COVID-19 pandemic has transformed education worldwide, particularly in Indonesia, where higher education institutions shifted from offline to online instruction. This transition, mandated by the Ministry of Education, underscored the importance of Technological Pedagogical Content Knowledge (TPACK) for effective online teaching. This study examines Indonesian lecturers’ perceptions of TPACK in an online learning environment during the pandemic, focusing on the interrelationships among its components. A quantitative research approach with a survey design was employed, involving 171 lecturers from private higher education institutions in Jambi. Data were collected through structured questionnaires assessing the seven components of TPACK: technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and overall TPACK integration. Structural Equation Modelling (SEM) was used to analyse the hypothesized relationships among these components. The findings reveal significant positive correlations between all TPACK components, emphasizing their interdependent role in online instruction. Lecturers who effectively integrated technology, pedagogy, and content knowledge demonstrated greater adaptability and instructional effectiveness. The study highlights the necessity of continuous professional development programs to enhance lecturers’ TPACK competencies. This research contributes to educational technology discourse by providing insights into TPACK’s practical application during the pandemic. Further studies should explore long-term strategies for incorporating TPACK into evolving digital education frameworks.
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