PENGARUH PENDEKATAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) PADA PEMBELAJARAN PAI TERHADAP PRESTASI SISWA KELAS 11 SMA NEGERI 1 PONOROGO
Kata Kunci:
Pendekatan TPACK, Mata Pelajaran PAI, Prestasi Siswa.Abstrak
Pembelajaran akan terasa menarik ketika dipadukan dengan pendekatan-pendekatan yang relevan dengan perkembangan zaman. Adanya teknologi menuntut guru sebagai tenaga pendidik harus senantiasa berkembang mengikuti arus trend. Pengintegrasian pembelajaran dan teknologi menjadi salah satu kumci dalam meningkatkan minat serta peningkatan prestasi siswa. Penerapan pendekatan TPACK (Technological Pedagogical Content Knowledge) merupakan alternatif strategi dalam proses pembelajaran. Pendekatan TPACK memuat unsur yang diperlukan, yaitu pemanfaatan teknologi dalam pembelajaran. Penelitian ini ditujukan untuk mengetahui seberapa besar pengaruh pendekatan TPACK dalam pembelajaran mata pelajaran pendidikan agama Islam terhadap prestasi siswa di SMA Negeri 1 Ponorogo. Penelitian ini memiliki dua variabel, yaitu pendekatan TPACK sebagai variabel X dan prestasi siswa sebagai variabel Y. Metode penelitian yang digunakan dalam penelitian ini adalah kuantitatif. Penelitian kuantitatif dilakukan dengan mencari data menggunakan instrument angket yang kemudian akan diolah menggunakan aplikasi SPSS. Langkah pertama peneliti mencari populasi yang akan diuji, dalam penelitian ini populasi adalah siswa dan siswi kelas 11 SMA Negeri 1 Ponorogo sejumlah 324 anak. Setelah populasi sudah diperoleh, maka langkah selanjutnya adalah menentukan sampel dengan menggunakan rumus slovin dan diketahui sampel sejumlah 80 anak. Hasil dari penelitian ini diketahui bahwa, dari data yang dianalisis menggunakan analisa regresi linier sederhana menunjukkan hasil F hitung = 165,387 dengan tingkat signifikansi 0,000 lebih kecil dari nilai 0,05. Maka kesimpulannya ada pengaruh variabel pendekatan TPACK terhadap prestasi belajar.
Referensi
[1] Amalia, R., & Radiansyah, R. (2023). Implementation of the PBL Model with the TPACK Interactive Media Approach to Improve Elementary School Students’ Activities and Critical Thinking. Jurnal Pendidikan Tambusai, 7, 23233–23242.
[2] Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
[3] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
[4] Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
[5] Hanik, E. U. (2022). Integration of TPACK (Technological, Pedagogical, Content Knowledge) Approach of Elementary School Teachers SIKL in Implementing Digital Era Learning. JEID: Journal of Educational Integration and Development, 2(1), 15–27.
[6] Kuswandi, D., Fadhli, M., Zh, M. H. R., Haditia, M., Sinaga, M. N. A., Thaariq, Z. Z. A., & Ardiansyah, A. (2025). Implementation of personalized approach in video editing learning to improve digital competency of 21st century learners.
[7] Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
[8] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
[9] Novita, M., Manaf, S., Suryono, F., Zh, M. H. R., Thaariq, Z. Z. A., & Ubaedullah, D. (2026). Digital Leadership and AI Integration in Higher Education: Toward a Holistic Framework for Sustainable Quality Education. TADBIRUNA, 5(2), 124–138.
[10] Rahayu, R. (2022). Implementation of the Independent Learning Curriculum in Mover Schools. Jurnal Basicedu, 6(4), 6313–6319.
[11] Rahmawati, Y., & Erwin, T. (2021). TPACK integration in science teacher education in Indonesia: A review. Journal of Physics: Conference Series, 1806, 012204.
[12] Safitri, J., & Rizky, S. (2021). Teachers’ Efforts to Improve Elementary School Student Learning Outcomes Using the TPACK Approach. Jurnal PGSD, 1(1), 269–278.
[13] Salsabila, U. H., & Agustian, N. (2021). The Role of Educational Technology in Learning. Islamika, 3(1), 123–133.
[14] Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
[15] Suryani, A., Yuliati, L., & Parno. (2020). TPACK-based blended learning implementation in mathematics education. Journal of Physics: Conference Series, 1521, 032084.
[16] Syam, A. R. (2017). The Concept of Quality Leadership in Islamic Education. At-Ta’dib, 12(2), 49–65.
[17] Syam, A. R. (2019). Teachers and the Development of Islamic Religious Education Curriculum in the Era of the Industrial Revolution 4.0. TADRIS: Journal of Islamic Education, 14(1), 1–18.
[18] Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge: A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.
[19] Wahidin, U., Sarbini, M., & Tabroni, I. (2022). Evaluation of the Use of Learning Media in Field Experience Practices of Students of the Islamic Religious Education Study Program. Islamic Education: Journal of Islamic Education, 11(3), 831–848.
[20] Zh, M. H. R., Pradana, M. I. Y., Soepriyanto, Y., & Budiman, F. (2025). Comparative Analysis of Student Learning Outcomes in Al-Qur’an Hadith Lessons Based on Learning Media. Al-Afkar, Journal For Islamic Studies, 8(1), 241–250.
[21] Zh, M. H. R., Putra, M. F. B., Kuswandi, D., Wedi, A., & Ardiansyah, A. (2024). Developing Wordwall evaluations in blended Islamic education using the Smith and Ragan model. Al-Aulia: Jurnal Pendidikan Dan Ilmu-Ilmu Keislaman, 10(1), 89–104.
[22] Zh, M. H. R., Sani, N. L., Kuswandi, D., & Fadhli, M. (2024). Needs analysis of development fbo media as a support for blended learning in al-qur’an hadits lesson. Jurnal Pendidikan Agama Islam Al-Thariqah, 9(1), 16–32.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Yoga Prima Wandana, Syarifan Nurjan, Muhibuddin Fadhli
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Open Access
International Journal of Learning and Education (IJLE) is an open access journal which means that all content is freely available without charge to users or their institutions. Users do not have to register to access the journal’s content. IJLE provides immediate open access to its content, without any embargo period. Users are allowed to read, download, copy, distribute, print, search, reuse or link to full text articles without asking prior permission from the publisher or the author as long as proper citation of the original publication is given. This is in accordance with the Budapest Open Access Initiative definition of open access.
Copyright and Licensing
The IJLE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher NAJAHA a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified.
Self-Archiving
IJLE allows and encourages authors to self-archive their articles on institutional or other specialized repositories, their personal websites and social-networking sites such as ResearchGate and Academia.edu. Authors are advised to use the final PDF version published on the Journal’s website for self-archiving purposes. However, it’s not an obligation and authors are free to use the version they prefere; pre-print, post-print or publisher’s PDF version.
There is no embargo on the self-archiving of articles. Authors are allowed deposition of articles on repositories, personal websites and social-networking sites immediately after publication on the journal website. Accepted manuscripts can be also self-archived by authors.
