A TPACK-BASED MODEL OF DIGITAL PLATFORM UTILIZATION FOR LEARNING EFFECTIVENESS AMONG SENIOR HIGH SCHOOL TEACHERS IN TOMOHON
DOI:
https://doi.org/10.51878/educator.v6i3.15544Keywords:
Digital Pedagogy, High School Teachers, Learning Effectiveness, Digital Platform Utilization, TPACK Integration.Abstract
ABSTRACT
The use of digital platforms in secondary education depends not only on technology availability but also on teachers’ ability to integrate technology with pedagogy and instructional content. This study examines the relationship between digital platform utilization (DPU) and learning effectiveness (LE), with TPACK integration (TPACK-Int) as a mediating pathway. Using an explanatory quantitative cross-sectional design, data were collected through a questionnaire from 218 senior high school teachers in Tomohon City, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that DPU is positively associated with TPACK-Int and LE, while TPACK-Int is also positively associated with LE. The indirect relationship between DPU and LE through TPACK-Int is significant, indicating that TPACK integration represents an important mechanism linking digital platform utilization with learning effectiveness. The model explains 43.4% of the variance in TPACK-Int and 60.7% in LE. These findings suggest that digital education initiatives should move beyond platform access toward strengthening teachers’ capacity to integrate technology, pedagogy, and content meaningfully.
ABSTRAK
Pemanfaatan platform digital dalam pembelajaran di sekolah menengah tidak hanya bergantung pada ketersediaan teknologi, tetapi juga pada kemampuan guru mengintegrasikannya dengan pedagogi dan konten pembelajaran. Penelitian ini bertujuan menganalisis hubungan antara digital platform utilization (DPU) dan learning effectiveness (LE) dengan TPACK integration (TPACK-Int) sebagai mekanisme mediasi. Penelitian menggunakan desain kuantitatif eksplanatori dengan pendekatan potong lintang. Data diperoleh melalui kuesioner dari 218 guru SMA di Kota Tomohon, Indonesia, yang dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian menunjukkan bahwa DPU berhubungan positif dengan TPACK-Int dan LE, sedangkan TPACK-Int juga berhubungan positif dengan LE. Hubungan tidak langsung antara DPU dan LE melalui TPACK-Int signifikan, yang menunjukkan bahwa integrasi TPACK merupakan mekanisme penting dalam menghubungkan pemanfaatan platform digital dengan efektivitas pembelajaran. Model menjelaskan 43,4% variasi TPACK-Int dan 60,7% variasi LE. Temuan ini menunjukkan bahwa pengembangan pembelajaran digital perlu diarahkan tidak hanya pada perluasan akses terhadap platform, tetapi juga pada penguatan kemampuan guru dalam mengintegrasikan teknologi, pedagogi, dan konten secara bermakna.
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