JHS TEACHERS’ PERCEPTIONS OF THEIR TPACK IN TAPUNG, KAMPAR DISTRICT

Abstract

This study explores junior high school teachers’ perceptions of their Technological Pedagogical Content Knowledge (TPACK) in Tapung, Kampar 
District. As 21st-century education increasingly demands the integration of technology, understanding teachers’ perspectives on their ability to combine content, pedagogy, and technology becomes crucial, especially in rural contexts. This research employed a descriptive quantitative method, utilizing a validated, closed-ended questionnaire adapted from Schmid et al. (2020) that covered all seven TPACK domains. A total of 34 teachers from three schools participated in the research. The findings revealed that teachers generally had positive perceptions across all TPACK domains, with the highest scores in Pedagogical Knowledge (PK) and Content Knowledge (CK), and slightly lower but still positive perceptions in Technological Knowledge (TK). The data suggest that while teachers feel confident in their pedagogical and content mastery, their technological integration still requires further development. This research contributes to the growing body of TPACK studies by offering insights into rural education settings, highlighting the need for ongoing professional development in technology integration. It also provides empirical evidence to support teacher training programs that focus on enhancing balanced competencies in pedagogy, content, and technology.