MANAJEMEN TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) UNTUK LITERASI DIGITAL TERHADAP PENGUATAN TANGGUNG JAWAB SISWA
DOI:
https://doi.org/10.23969/jp.v10i04.38998Keywords:
Technological Pedagogical Content Knowledge (TPACK) approach, manajemen TPACK, literasi digital, tanggung jawab siswa, pendidikan karakter, sekolah dasarAbstract
In the digital era, elementary school students possess high technical fluency (digital native) but are not balanced with ethical maturity and digital responsibility, triggering negative behaviors such as cyberbullying and the spread of false information. Previous research on TPACK has focused more on teacher competency and cognitive outcomes, without addressing the systematic management aspect for strengthening students' responsible character. This study aims to describe and analyze the implementation of TPACK (Technological Pedagogical Content Knowledge) management in improving digital literacy and strengthening student responsibility in elementary schools with different environmental contexts. The research method uses a qualitative approach with a multi-site case study at SDN Cikaret Cianjur (rural) and SDN Cibeureum Sukabumi (urban). Data were collected through in-depth interviews (informants: principal, teachers, students), participant observation, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña as well as triangulation of sources and methods. The results of the study show that systematic TPACK management through the functions of planning, organizing, implementing, and controlling has proven effective in improving students' digital literacy and strengthening digital responsibility. Cibeureum Elementary School (urban) achieved higher performance than Cikaret Elementary School. Implementation challenges include limited technology infrastructure in rural areas, low TPK competency among some teachers, and a weak data-based evaluation system. The study recommends a sustainable TPACK training program, equitable distribution of ICT resources, and the development of a data-based evaluation system
Downloads
References
Afifi, R., Utami, M. S., Setiawan, R., Yuswara, I., Rosa, A. T. R., Rosmaladewi, O., & Gumelar, W. S. (2025). Analisis Pemahaman Dan Praktik Pendidikan Karakter Oleh Guru Sekolah Dasar (Studi Deskriptif Kualitatif Di Gugus Prabu Jaya Pertika Kota Tasikmalaya). J-Kip (Jurnal Keguruan Dan Ilmu Pendidikan), 6(3), 800.
Asosiasi Penyelenggara Jasa Internet Indonesia. (2023). Laporan survei penetrasi & perilaku internet Indonesia 2023. Diambil dari https://apjii.or.id/
Arafat, et al. (2023). (Prinsip adaptive leadership dalam pengambilan keputusan kolektif).
Gilster, P. (1997). Digital literacy. Wiley Computer Publishing. https://archive.org/details/digitalliteracy0000gils.
Indriani, D., & Hidayat, R. (2023). Kepemimpinan adaptif kepala sekolah dalam menghadapi perubahan kebijakan pendidikan. Jurnal Manajemen Pendidikan, 11(2), 145–160.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.
Nurmatin, S. (2024). Analisis Kemampuan Tpack Guru Mi Dalam Literasi Digital. Asatidzuna |Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 4(2), 168–172. https://doi.org/10.70143/asatidzuna.v4i2.296
Rosa, A. T. R., Purba, J., Napitupulu, M., & Wiyanti, D. (2025). Innovative Teaching in the Digital Age; Applying the TPACK Model to Foster Learning Motivation among Primary School Students. Journal of Educational Management Research, 4(2), 487–498. https://doi.org/10.61987/jemr.v4i2.1107
Sanusi, A. (2021). Sistem nilai dalam pendidikan: Landasan teologis, etis, dan teleologis. Penerbit Alfa Beta. https://books.google.co.id/books?id=GCW2EAAAQBAJ
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
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
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
