Analisis Implementasi TPACK dalam Pembelajaran Logika Matematikadi SMK
DOI:
https://doi.org/10.31851/indiktika.v8i2.21427Keywords:
TPACK, Mathematical Logic, Learning ProcessAbstract
Mathematics teaching in a digital learning environment requires teachers to coordinate subject matter, pedagogy, and technology rather than apply these elements separately. Nevertheless, classroom-based evidence on the use of the Technological Pedagogical Content Knowledge (TPACK) framework in vocational high schools, especially for mathematical logic, remains scarce. This
study describes the instructional process and examines how the TPACK components were manifested during mathematical logic lessons. A qualitative observational design was employed with one mathematics teacher and 40 eleventh-grade students from a vocational high school in Karawang Regency, West Java, Indonesia. Evidence was gathered from classroom observations, a teacher interview, and instructional documents, and was interpreted through data condensation, data organization, and conclusion development. The lesson included opening activities, exploration of concepts, collaborative work, and group presentations. The teacher displayed adequate knowledge of mathematical logic and used pedagogical practices that encouraged student involvement. Technology, however, was used only to circulate teaching modules and student worksheets in digital form; no digital application or interactive medium was employed to represent concepts or facilitate classroom interaction. The findings therefore show a visible presence of Pedagogical Knowledge (PK) and Content Knowledge (CK), while Technological Knowledge (TK) was not sufficiently embedded in instruction. This study offers a classroom-based account of the current strengths and gaps of TPACK implementation in vocational-school mathematical logic and provides a basis for improving technology-supported mathematics teaching
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