Examining The Impact of Social Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Acceptance of Online Teaching and Learning

: This research examines junior high school social studies teachers' technology pedagogy content knowledge (TPACK) and how this knowledge influences acceptance of technology in online teaching and learning. In this study, the quantity approach was applied, while the type of research is descriptive explanatory. A total of 875 social science teachers were surveyed in East Java Province. Structural Equation Modelling (SEM) with AMOS version 20 software was used during data analysis. Perceived utility (PU) and perceived ease of use (PEU) are highly impacted by TPACK. Moreover, PEU substantially affects PU, which has been demonstrated to impact behavioural intention to use (BIU) and an attitude toward use (ATU) significantly. As a result, TPACK is essential to adopting online teaching and learning, and its PU is crucial to instructors' attitudes regarding and continuous use of it. It is possible that the characteristics of this sample do not accurately reflect Indonesian social science educators. Research on the potential effects of additional variables, like self-efficacy or social science teacher performance, would be interesting. The integration of TPACK and TAM is examined in this study to generate a conceptual framework based on empirical data.


I. INTRODUCTION
The impact of digital technology on education is astounding.Researchers, lawmakers, and educators have all embraced technology in education, including the use of it for online learning.Information and communication technologies (ICT) can improve educational outcomes, increase cost-effectiveness in education, encourage knowledge sharing among regions, and give schools access to a broader range of resources to support teaching and learning (UNESCO, 2011).ICT integration in online teaching and learning during the Covid-19 has recently gained growing attention and development due to its potential to improve learning engagement (Bond et al., 2020).While the government and academic community may view the integration of ICT into education as highly promising, educational researchers have long observed that the technology's potential to enhance learning can only be realized with teachers' meaningful engagement with it (Blanchard et al., 2016;Teo et al., 2019).
Rapid advancements in ICT, including smartphones and tablets, have given rise to creative pedagogies based on cutting-edge technologies that open up new possibilities for teaching and learning beyond spatial and temporal constraints, increasing accessibility to education (Hsu, 2016).The issue, though, is determining the credentials that educators at all educational levels should possess and the factors essential to their development (Yildiz Durak, 2021).Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct concerning integrating technology into teaching (Angeli & Valanides, 2015;Wu & Chen, 2017).Tseng et al., (2019) have stated that using technology in task design and instructional technology will positively impact students' development.As a result, it is reasonable to claim that factors about technology use and TPACK are directly related.Similarly, Tseng's study on teachers' TPACK development found that teachers' issues with technology use impact the educational process.To improve TPACK, the study recommended evaluating teachers' technology usage status first.
The integration of technology by teachers in learning leads to the question of the extent to which teachers integrate technology into teaching and learning activities.Several studies state that technology integration is complex, with widely varying levels of implementation in schools (Fraillon et al., 2013).Measuring teacher acceptance of technology is a way to determine teachers' intentions to use new technology in their instructional practices.Teachers use technology in education requires attention because teachers act as drivers in effectively integrating technology for teaching and learning in educational schools (Teo, 2015).Several facts in the field show that teachers are less able to use technology in learning (Rianasari et al., 2021).Revealed that there are limited platforms that teachers can use, and distance learning practices tend to be teachercentred.
Meanwhile (Azhari & Fajri, 2021) showed that teachers' integration of learning technology could be higher due to a lack of self-confidence, knowledge, and ability to use technological tools.As stated by (Chomean et al., 2021), technology integration is influenced by ease of use, confidence in digital technology, and openness to new technology.states that there are internal barriers, in this case, teachers' attitudes or perceptions about technology, technological competence and external, namely the availability of access, equipment, institutional support and technical personnel.Understanding teachers' readiness to use technology in learning can help to better support teachers in their performance (Ranellucci et al., 2020).
One of the most popular theories to explain how technology is adopted is the Technology Acceptance Model (TAM) (Yao et al., 2023).The Technology Acceptance Model (TAM) has developed into a critical model for understanding the predictors of human behaviour toward potential acceptance or rejection of technology.TAM explains how users' beliefs and attitudes influence their intentions to use specific technological devices.A recent literature review from 1986 to 2013 shows the model's popularity in the technology acceptance research field.Several studies have confirmed the model's power by emphasizing its applicability to various technologies (Marangunić & Granić, 2015).TAM explains the interaction between attitudes, beliefs and intentions to use technology (Scherer et al., 2015).The two trust variables included in TAM refer to perceived usefulness (PU) and perceived ease of use (PEU).PU refers to the subjective belief that using new technology will improve work performance and productivity.PEU refers to the personal belief that using new technology does not require much time and effort.Related research is widely used in various contexts and has been applied Social studies is an integrated study of social sciences and humanities to improve competence as a citizen.In school, social studies programs provide coordinated, systematic study, drawing on various disciplines such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences.The main goal of social studies is to help young people develop the ability to organize information and make decisions rationally as citizens of a culturally diverse democratic society.Social studies learning is powerful when integrated with technology, allowing students to think critically and make reflective decisions.Learners develop new understanding through the process of active knowledge construction.Vital social studies learning emphasizes authentic activities based on real-world life.Social studies education is a selection and reconstruction of educational disciplines, social science disciplines, and humanities, which are organized and presented psychologically and scientifically for educational purposes (Aprilyanti & Wulansuci, 2023).Students experience a learning process so that changes, development and progress occur in physical-motor, intellectual, and social-emotional aspects, as well as attitudes and values.Students are expected to be productive members, participate in an independent society, have a sense of responsibility, help each other, and be able to develop the values and ideas of their community.Teachers must master technology and use it to create and deliver content to make learning more innovative and creative.The technology-facilitated learning process increases the quality of learning, thereby improving student learning outcomes (Setyosari et al., 2018).

II. METHOD
For this study, one thousand social science teachers were invited to participate.Participants with prior experience with online learning and teaching social science instruction were considered valid.Out of the 900 completed surveys, 875 were deemed worth more examination.A summary of the participants' demographics can be found in table 1.

TPACK, Perceived Ease of Use (PEOU) and Perceived Usefulness (PU)
Teachers with a high level of TPACK competency can integrate technology, pedagogy, and content into their lessons to make technology use more accessible.This is supported by Joo et al., (2016), stating that TPACK significantly influences teachers' perceptions of ease of use and perceived usefulness.The study led to the following two hypotheses: H1: TPACK has a significant effect on Perceived Ease of Use (PEOU) H2: TPACK has a significant effect on Perceived Usefulness (PU)

Perceived Ease of Use (PEOU) and Perceived Usefulness (PU)
Teachers who feel that technology is easy to use have an impact on the perceived benefits of using technology.Davis, (1989) explained that PEOU is an antecedent that is not only equal to PU.With technology that is considered easy to operate, less user effort is required so that the technology is used to carry out daily tasks, thereby increasing PU.Research by Sukendro et al., (2020) reports that the ease of use of technology significantly benefits users.Based on these studies, the hypothesis is proposed: H3: Perceived Ease of Use (PEOU) has a significant effect on Perceived Usefulness (PU)

Perceived Usefulness (PU) and Attitude Toward Using (ATU)
Teachers who feel technology is helpful impact teachers' attitudes in using technology.
Pinho & Soares, (2011) user perceptions regarding the usefulness of technology influence attitudes to use technology (Youtube) as a source of learning in line with (Alharbi & Drew, 2014).Here is a significant positive relationship between perceived benefits and attitudes towards use.Based on these studies, the hypothesis is proposed: H4: Perceived Usefulness (PU) has a significant effect on Attitude Toward Using (ATU)

Perceived Ease of Use (PEOU) and Attitude Toward Using (ATU)
Easy-to-use technology has an impact on teachers' attitudes towards using technology.As Davis, (1989) explained, Attitude Toward is significantly impacted by Perceived Ease of Use.Research by (Sukendro et al., 2020) shows that behavioural attitudes toward using technology strongly correlate with perceived ease of use.Based on these studies, the hypothesis is proposed: H5: Perceived Ease of Use (PEOU) significantly affects Attitude Toward Using (ATU)

Attitude Toward Using (ATU) and Behavioral Intention to Use (BIU)
Teachers

Evaluating the Measurement Model
Utilizing confirmatory factor analysis, the measurement model was assessed (Brown, 2015).The measurement model's overall fit and convergent and divergent validity were evaluated.Average variance extracted (AVE) and composite reliability (CR) were used to assess convergent validity.When the CR and AVE are equal to or greater than 50, they are considered adequate (Ho & So, 2016).Furthermore, if the standardized leading estimate of each construct is higher than .50,factor leadings for each construct well.Factor loadings, CR, and AVE were above the suggested threshold values, as Table 3 demonstrates.
Each construct's square root of the AVE was compared to the correlations with all other constructs to evaluate discriminant validity.A factor is considered to diverge from other factors when its square root of the AVE is larger than the inter-factor correlations linked to it (Li et al., 2021).Table 4 substituted the square roots of the AVE for the diagonal elements in the correlation matrix.Overall, discriminant validity was satisfactory across all constructs.Divergent validity was therefore also considered established.Finally, an acceptable level of model fit (X2:857.621/df:163;CFI:.95;TLI:.94;RMSEA: .07)was achieved for the measurement model; it demonstrated that every item served as a trustworthy indicator of the latent constructs.

Analysis of the Structure Model
The structure model was tested after the measurement model's validity was established.
The model fit was found to be adequate (X2:857.621/df:163;CFI:.95;TLI:.94;RMSEA:.07).Using the path coefficients, each hypothesis was examined for direction and statistical significance, and the findings corroborated each hypothesis.Table 5 presents the findings.The primary goal of this research was to create and evaluate a model to explain the behavioural intention of Indonesian in-service social science teachers to use technology in their future classroom instruction and online learning.The findings demonstrated that the modified model provides a sufficient fit for the data gathered for the current investigation.It was determined that TPACK has statistically significant positive influences on PU and PEU.This result demonstrates the validity of earlier studies conducted with EFL teachers.Hsu, (2016) found that TPACK substantially impacted PU and PEU.Thus, considering the external variable, we conclude that when in-service teachers perceive their behavioural intention to use technology as helpful and userfriendly, and when they have perceived technological pedagogical and content knowledge, they are more likely to use technology in future classroom teaching and learning.A similar thing was conveyed by (Abukishk & Alkhasawneh, 2020) that teachers with a high TPACK level find it easier to use virtual laboratories to teach science.This happened to prospective teachers as in research (Alsofyani et al., 2012;Joo et al., 2018), pre-service teachers' TPACK positively affected ease of use and perceived usefulness.This means that pre-service teachers with a high level of TPACK find it easier to use technology and will feel that it is a valuable teaching tool.
Regarding TAM, PEU of in-service social science teachers significantly and favourably affected PU and ATU, a finding that corroborates prior studies (Sukendro et al., 2020).However, in the context of EFL teachers, PEU's effect on ATU was insignificant (Hsu, 2016), contradicting a finding in this study.This could be because in-service social science teachers are more concerned with the ease of use of a given technology integration.Considering the in-service social science teachers, PU's direct influences on ATU and BIU agree with (Mishra et al., 2023), who found that PU significantly predicted pre-service teachers' intention to use Web 2.0 technologies and Teo et al., (2019) discovered that PU greatly impacted attitudes about using computers.Moreover, Hsu, (2016) research is supported by the noteworthy impact of in-service social science teachers on BIU through ATU.
The current study does have limitations despite the solid statistical support.First, because only East Java Province in-service social science teachers were included in this study, the sample's profile might differ from all Indonesian in-service social science teachers, limiting the applicability of the findings to the country's educational system.Therefore, an extension to this study would be in other provinces.
Furthermore, the current study only included TPACK, the central component of the TPACK model.Future research should be conducted to determine whether other model components have any bearing on in-service social science teachers' intentions to incorporate technology into the classroom.Because pre-service and in-service social science teachers may have different perspectives on technology integration practices, future research should also compare them.
By expanding TAM to include in-service teachers' TPACK, the study's findings theoretically advance technology acceptance research in social science contexts.First, the study's conclusions can help principals, researchers, and policymakers in Indonesia's social science context by providing them with better guidance on better preparing inservice teachers for the pedagogical application of technology integration in the classroom.Second, social science education principals and professional training programs may concentrate on enhancing the TAM and TPACK of in-service social science teachers if they want to see greater technology integration in future instruction (Heitink et al., 2016).First, only social science instructors from Indonesia's east Java were chosen for this study.Because the profile of this sample may not be typical of social science teachers in Indonesia, the results need to be more generalizable to those settings.Furthermore, the current study only included the core component from TPACK.Research on the potential effects of additional variables, like self-efficacy or the performance of social science teachers, would be interesting.

IV. CONCLUSION
Since online teaching and learning in social contexts is now widely used, social scientists must understand and accept this method of instruction.However, teachers' acceptance of online teaching and learning is multifaceted, elusive, and complicated; thus, it is necessary to identify the essential components influencing their decisions to use online instruction and education.This study found a few significant predictors of Indonesian teachers' intention to use online teaching and learning.All seven of the hypotheses that the SEM analysis looked at had support.The results also indicated significant effects from TPACK on PEU/PU and PEU on PE; PU also demonstrated an impact on ATU/BIU.This study is notable because it integrates TPACK and TAM to create a conceptual framework based on empirical findings.However, more investigation is needed to learn about social science teachers' awareness and acceptance of online teaching and learning, especially concerning TPACK.

Figure 1 .
Figure 1.Hypothesized research model Every statistical analysis was done using AMOS 20.Maaz et al., (2023) two-step structural equation modelling method was used.Its perceived usefulness positively influences behavioural usefulness influences Behav The goodness of fit of the measurement model and the structural model was assessed using several robust fit indices, including the following: chi-square: 836,643 (df:160), comparative appropriate index (CFI): 0.955, Tucker Lewis Index (TLI): 0.946, and root mean square error of approximation (RMSEA): 0.070.A high model fit is generally explained by the model's fit as determined by different model fit indices.

RESULT AND DISCUSSION Descriptive Statistic
have an attitude of accepting or rejecting technology, affecting technology use.
Muhaimin et al., (2020)s that Attitude Towards Use (ATU) affects Behavioral Intention to Use (BIU).Muhaimin et al., (2020)explain that teacher attitudes are essential.Based on these studies, the hypothesis is proposed: H6: Attitude Toward Using (ATU) has a significant effect on Behavioral Intention to Use (BIU)Perceived Usefulness (PU) and Behavioral Intention to Use (BIU)Teachers who feel technology aids them in their work are more likely to intend to use it more frequently.Davis, (1989) explained that someone's intention could become behaviour if someone believes technology can improve performance.Other studies that reveal similar things are (Mahmodi, 2017; Mohammad-Salehi et al., 2021) that the perceived usefulness of the e-learning system positively influences behavioural intentions to use it.Based on these studies, the hypothesis is proposed: H7: Perceived Usefulness (PU) has a significant effect on Behavioral Intention to Use (BIU) III.