Examining The Impact of Social Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Acceptance of Online Teaching and Learning
Abstract
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.
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References
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[24] Maranguni?, N., & Grani?, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81–95. https://doi.org/10.1007/s10209-014-0348-1
[25] Mishra, A., Shukla, A., Rana, N. P., Currie, W. L., & Dwivedi, Y. K. (2023). Re-examining post-acceptance model of information systems continuance: A revised theoretical model using MASEM approach. International Journal of Information Management, 68, 102571. https://doi.org/10.1016/j.ijinfomgt.2022.102571
[26] Mohammad-Salehi, B., Vaez-Dalili, M., & Tabrizi, H. (2021). Investigating factors that influence EFL teachers’ adoption of Web 2.0 technologies: Evidence from applying the UTAUT and TPACK. TESL-EJ, 25(1), 1–21. https://tesl-ej.org/wordpress/issues/volume25/ej97a/ej97a21/
[27] Muhaimin, Asrial, Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), e04631. https://doi.org/10.1016/j.heliyon.2020.e04631
[28] Pinho, J. C. M. R., & Soares, A. M. (2011). Examining the technology acceptance model in the adoption of social networks. Journal of Research in Interactive Marketing, 5, 116–129. https://doi.org/10.1108/17505931111187767
[29] Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020). Exploring pre-service teachers’ use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810–824. https://doi.org/10.1111/jcal.12459
[30] Rianasari, V. F., Julie, H., & Apriani, M. S. (2021). Indonesian Mathematics Teachers’ Responses Towards the Implementation of Distance Learning During Covid-19 Pandemic BT - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 383–390. https://doi.org/10.2991/assehr.k.210305.055
[31] Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214. https://doi.org/10.1016/j.compedu.2015.05.005
[32] Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
[33] Setyosari, P., Slamet, T., Ulfa, S., & Oktaviani, H. (2018). Technology-Supported Learning Environment to Improve Higher-Order Thinking Experience of Social Science Teachers TPCK for the 21st Century Learning. International Conference on Learning Innovation, 41–46. https://doi.org/10.5220/0008407500410046
[34] Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361
[35] Sukendro, Habibi, A., Khaeruddin, Indrayana, B., Syahruddin, Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410
[36] Teo, T. (2010). A path analysis of pre-service teachers’ attitudes to computer use: Applying and extending the technology acceptance model in an educational context. Interactive Learning Environments, 18(1), 65–79. https://doi.org/10.1080/10494820802231327
[37] Teo, T. (2015). Comparing preservice and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22–31. https://doi.org/10.1016/j.compedu.2014.11.015
[38] Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 530–546. https://doi.org/10.1080/10494820.2018.1489290
[39] Tseng, J.-J., Cheng, Y.-S., & Yeh, H.-N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171–182. https://doi.org/10.1016/j.compedu.2018.09.022
[40] UNESCO. (2011). Transforming education: the power of ICT policies. United Nation Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000211842
[41] Weng, F., Yang, R.-J., Ho, H.-J., & Su, H.-M. (2018). A TAM-Based Study of the Attitude towards Use Intention of Multimedia among School Teachers. Applied System Innovation, 1(3), 36. https://doi.org/10.3390/asi1030036
[42] Wirtz, B. W., & Göttel, V. (2016). Technology acceptance in social media: Review, synthesis and directions for future empirical research. Journal of Electronic Commerce Research, 17(2), 97–115. https://shorturl.asia/AeCN3
[43] Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221–232. https://doi.org/10.1016/j.chb.2016.10.028
[44] Yao, S., Xie, L., Chen, Y., Zhang, Y., Chen, Y., & Gao, M. (2023). Influence of perceived safety in the technology acceptance model. Transportation Research Part F: Traffic Psychology and Behaviour, 99, 36–51. https://doi.org/10.1016/j.trf.2023.10.010
[45] Yildiz Durak, H. (2021). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 29(7), 1136–1162. https://doi.org/10.1080/10494820.2019.1619591
[46] Zarafshani, K., Solaymani, A., D’Itri, M., Helms, M. M., & Sanjabi, S. (2020). Evaluating technology acceptance in agricultural education in Iran: A study of vocational agriculture teachers. Social Sciences & Humanities Open, 2(1), 100041. https://doi.org/10.1016/j.ssaho.2020.100041
[2] Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275
[3] Alharbi, S., & Drew, S. (2014). Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5(1), 143–155. https://doi.org/10.14569/ijacsa.2014.050120
[4] Alsofyani, M. M., bin Aris, B., Eynon, R., & Majid, N. A. (2012). A preliminary evaluation of short blended online training workshop for TPACK development using technology acceptance model. Turkish Online Journal of Educational Technology, 11(3), 20–32. https://eric.ed.gov/?id=EJ989196
[5] Angeli, C., & Valanides, N. (2015). Technological Pedagogical Content Knowledge Exploring, Developing, and Assessing TPCK. Springer. https://doi.org/10.1007/978-1-4899-8080-9
[6] Aprilyanti, D., & Wulansuci, G. (2023). Cabang Ilmu Pengetahuan Sosial yang Diberikan pada Pendidikan Anak Usia Dini. Murhum?: Jurnal Pendidikan Anak Usia Dini, 4(2), 620–629. https://doi.org/10.37985/murhum.v4i2.358
[7] Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53, 1934–1954. https://doi.org/10.1080/0020739X.2021.1875072
[8] Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools. Educational Researcher, 45(3), 207–220. https://doi.org/10.3102/0013189X16644602
[9] Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 2. https://doi.org/10.1186/s41239-019-0176-8
[10] Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research. New York: The Guilford Press. https://www.guilford.com/books/Confirmatory-Factor-Analysis-for-Applied-Research/Timothy-Brown/9781462515363
[11] Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs. Asia-Pacific Education Researcher, 22(4), 657–666. https://doi.org/10.1007/s40299-013-0071-3
[12] Chomean, S., Ingkananth, S., Kiatchaipar, M., & Kaset, C. (2021). Portable paper-based device for ABO and RhD typing using smartphone interpretation: Optical answer sheet reading concept. Analytica Chimica Acta, 1180, 338884. https://doi.org/10.1016/j.aca.2021.338884
[13] Dalal, M., Archambault, L., & Shelton, C. (2017). Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education, 49(3–4), 117–133. https://doi.org/10.1080/15391523.2017.1314780
[14] Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
[15] Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report. In International Computer and Information Literacy Study. New Zealand: Springer Open.
[16] Heitink, M., Voogt, J., Verplanken, L., Van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education, 101, 70–83. https://doi.org/10.1016/j.compedu.2016.05.009
[17] Ho, W. T., & So, J. C. H. (2016). Issues in Measuring Generic Skills Using Self-Administered Questionnaire in a Community College in Hong Kong. Open Access Library Journal, 3(7). https://doi.org/10.4236/oalib.1102796
[18] Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer Assisted Language Learning, 29(8), 1287–1297. https://doi.org/10.1080/09588221.2016.1278024
[19] Joo, Y. J., Kim, N., & Kim, N. H. (2016). Factors predicting online university students’ use of a mobile learning management system (m-LMS). Educational Technology Research and Development, 64(4), 611–630. https://doi.org/10.1007/s11423-016-9436-7
[20] Joo, Y. J., Park, S., & Lim, E. (2018). Factors Influencing Preservice Teachers’ Intention to Use Technology. Journal of Educational Technology & Society, 21(3), 48–59. https://eric.ed.gov/?id=EJ1184368
[21] Li, Z., Han, X., Lin, X., & Lu, X. (2021). Quantitative analysis of landscape efficacy based on structural equation modelling: Empirical evidence from new Chinese style commercial streets. Alexandria Engineering Journal, 60(1), 261–271. https://doi.org/10.1016/j.aej.2020.08.005
[22] Maaz, T. M., Heck, R. H., Glazer, C. T., Loo, M. K., Zayas, J. R., Krenz, A., Beckstrom, T., Crow, S. E., & Deenik, J. L. (2023). Measuring the immeasurable: A structural equation modeling approach to assessing soil health. Science of The Total Environment, 870, 161900. https://doi.org/10.1016/j.scitotenv.2023.161900
[23] Mahmodi, M. (2017). The Analysis of the Factors Affecting the Acceptance of E-learning in Higher Education. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 8(1), 1–9. https://doi.org/10.5812/ijvlms.11158
[24] Maranguni?, N., & Grani?, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81–95. https://doi.org/10.1007/s10209-014-0348-1
[25] Mishra, A., Shukla, A., Rana, N. P., Currie, W. L., & Dwivedi, Y. K. (2023). Re-examining post-acceptance model of information systems continuance: A revised theoretical model using MASEM approach. International Journal of Information Management, 68, 102571. https://doi.org/10.1016/j.ijinfomgt.2022.102571
[26] Mohammad-Salehi, B., Vaez-Dalili, M., & Tabrizi, H. (2021). Investigating factors that influence EFL teachers’ adoption of Web 2.0 technologies: Evidence from applying the UTAUT and TPACK. TESL-EJ, 25(1), 1–21. https://tesl-ej.org/wordpress/issues/volume25/ej97a/ej97a21/
[27] Muhaimin, Asrial, Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), e04631. https://doi.org/10.1016/j.heliyon.2020.e04631
[28] Pinho, J. C. M. R., & Soares, A. M. (2011). Examining the technology acceptance model in the adoption of social networks. Journal of Research in Interactive Marketing, 5, 116–129. https://doi.org/10.1108/17505931111187767
[29] Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020). Exploring pre-service teachers’ use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810–824. https://doi.org/10.1111/jcal.12459
[30] Rianasari, V. F., Julie, H., & Apriani, M. S. (2021). Indonesian Mathematics Teachers’ Responses Towards the Implementation of Distance Learning During Covid-19 Pandemic BT - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 383–390. https://doi.org/10.2991/assehr.k.210305.055
[31] Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214. https://doi.org/10.1016/j.compedu.2015.05.005
[32] Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
[33] Setyosari, P., Slamet, T., Ulfa, S., & Oktaviani, H. (2018). Technology-Supported Learning Environment to Improve Higher-Order Thinking Experience of Social Science Teachers TPCK for the 21st Century Learning. International Conference on Learning Innovation, 41–46. https://doi.org/10.5220/0008407500410046
[34] Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361
[35] Sukendro, Habibi, A., Khaeruddin, Indrayana, B., Syahruddin, Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410
[36] Teo, T. (2010). A path analysis of pre-service teachers’ attitudes to computer use: Applying and extending the technology acceptance model in an educational context. Interactive Learning Environments, 18(1), 65–79. https://doi.org/10.1080/10494820802231327
[37] Teo, T. (2015). Comparing preservice and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22–31. https://doi.org/10.1016/j.compedu.2014.11.015
[38] Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 530–546. https://doi.org/10.1080/10494820.2018.1489290
[39] Tseng, J.-J., Cheng, Y.-S., & Yeh, H.-N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171–182. https://doi.org/10.1016/j.compedu.2018.09.022
[40] UNESCO. (2011). Transforming education: the power of ICT policies. United Nation Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000211842
[41] Weng, F., Yang, R.-J., Ho, H.-J., & Su, H.-M. (2018). A TAM-Based Study of the Attitude towards Use Intention of Multimedia among School Teachers. Applied System Innovation, 1(3), 36. https://doi.org/10.3390/asi1030036
[42] Wirtz, B. W., & Göttel, V. (2016). Technology acceptance in social media: Review, synthesis and directions for future empirical research. Journal of Electronic Commerce Research, 17(2), 97–115. https://shorturl.asia/AeCN3
[43] Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221–232. https://doi.org/10.1016/j.chb.2016.10.028
[44] Yao, S., Xie, L., Chen, Y., Zhang, Y., Chen, Y., & Gao, M. (2023). Influence of perceived safety in the technology acceptance model. Transportation Research Part F: Traffic Psychology and Behaviour, 99, 36–51. https://doi.org/10.1016/j.trf.2023.10.010
[45] Yildiz Durak, H. (2021). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 29(7), 1136–1162. https://doi.org/10.1080/10494820.2019.1619591
[46] Zarafshani, K., Solaymani, A., D’Itri, M., Helms, M. M., & Sanjabi, S. (2020). Evaluating technology acceptance in agricultural education in Iran: A study of vocational agriculture teachers. Social Sciences & Humanities Open, 2(1), 100041. https://doi.org/10.1016/j.ssaho.2020.100041
Published
2024-02-03
How to Cite
WIJAYATI, Erning et al.
Examining The Impact of Social Science Teachers Technological Pedagogical Content Knowledge (TPACK) on Acceptance of Online Teaching and Learning.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 323-336, feb. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/516>. Date accessed: 22 apr. 2025.
doi: https://doi.org/10.35723/ajie.v8i1.516.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
