The influence of the TPACK approach on IPAS learning outcomes at SDN 4 Bangunrejo

Abstract

The low learning achievement of fifth-grade students in Natural and Social Sciences (IPAS) at SDN 4 Bangun Rejo indicates a problem in the learning process that is not optimal, especially in the pedagogical use of technology. This condition requires the implementation of a learning approach that is able to integrate technology, pedagogy, and content effectively. This study aims to analyze the effectiveness of the Technological Pedagogical Content Knowledge (TPACK) approach in improving elementary school students' science learning outcomes. The study used a quantitative approach with a One Group Pretest–Posttest design. The research subjects consisted of 30 fifth-grade students. The research instrument was a multiple-choice test that had met validity requirements, with 23 of 30 items declared valid, and had high reliability with a Cronbach's Alpha coefficient of 0.870. Data analysis was carried out through prerequisite tests in the form of normality and homogeneity tests, followed by a paired sample t-test. The results showed a significant increase in learning outcomes after the implementation of the TPACK approach. The average pretest score of 51.77 increased to 82.57 in the posttest. The paired t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between learning outcomes before and after treatment. These findings indicate that the TPACK approach is effective in improving conceptual understanding and the quality of science learning. This study concludes that the integration of technology, pedagogy, and content through the TPACK framework can be used as a sustainable learning strategy. The implications of this study emphasize the importance of improving teacher competency in implementing TPACK to support the development of 21st-century skills in elementary school students.