HUBUNGAN PREDIKTIF TPACK DAN DIGITAL SELF-EFFICACY TERHADAP PEMBELAJARAN BERDIFERENSIASI YANG DIMEDIASI OLEH KNOWLEDGE SHARING BEHAVIOR PADA GURU MATEMATIKA SMA DI KOTA TANGERANG SELATAN
Abstract
This study examines predictive relationships among self-reported TPACK, digital self-efficacy, knowledge sharing behavior, and differentiated instruction among high school mathematics teachers in South Tangerang City. A quantitative cross-sectional survey involved 77 teachers implementing the Merdeka Curriculum, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS. Self-reported TPACK showed a significant positive predictive relationship with differentiated instruction (β = 0.744; p < 0.001) and knowledge sharing behavior (β = 0.575; p < 0.001). Knowledge sharing behavior was positively associated with differentiated instruction (β = 0.239; p = 0.015). The indirect TPACK–knowledge sharing behavior–differentiated instruction path was statistically significant under the prespecified one-tailed test (β = 0.137; p = 0.027), while the direct path remained significant, a pattern consistent with partial mediation within the proposed model. Digital self-efficacy was not significantly associated with differentiated instruction or knowledge sharing behavior, and its indirect path was not significant. Within this PLS-SEM model, self-reported TPACK had the largest path coefficient for differentiated instruction, while professional knowledge sharing provided an additional predictive association. Given the cross-sectional, self-report design, these findings should be interpreted as predictive associations rather than evidence of causal relationships.
Penelitian ini menganalisis hubungan prediktif antara TPACK yang dipersepsikan (self-reported TPACK), digital self-efficacy, knowledge sharing behavior, dan pembelajaran berdiferensiasi pada guru matematika SMA di Kota Tangerang Selatan. Survei kuantitatif cross-sectional melibatkan 77 guru yang menerapkan Kurikulum Merdeka dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) dengan SmartPLS. TPACK yang dipersepsikan menunjukkan hubungan prediktif positif dan signifikan dengan pembelajaran berdiferensiasi (β = 0,744; p < 0,001) dan knowledge sharing behavior (β = 0,575; p < 0,001). Knowledge sharing behavior juga berhubungan positif dan signifikan dengan pembelajaran berdiferensiasi (β = 0,239; p = 0,015). Jalur tidak langsung TPACK – knowledge sharing behavior – pembelajaran berdiferensiasi signifikan secara statistik berdasarkan pengujian satu arah yang telah ditetapkan (β = 0,137; p = 0,027), sedangkan jalur langsung tetap signifikan, suatu pola yang konsisten dengan mediasi parsial dalam model yang diuji. Digital self-efficacy tidak menunjukkan hubungan signifikan dengan pembelajaran berdiferensiasi maupun knowledge sharing behavior, dan jalur tidak langsungnya juga tidak signifikan. Dalam model PLS-SEM ini, TPACK yang dipersepsikan memiliki koefisien jalur terbesar terhadap pembelajaran berdiferensiasi, sedangkan knowledge sharing profesional memberikan hubungan prediktif tambahan. Mengingat desain cross-sectional dan penggunaan self-report, hasil penelitian diinterpretasikan sebagai hubungan prediktif, bukan sebagai bukti hubungan sebab-akibat.
Keywords
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DOI: https://doi.org/10.17509/e.v25i3.105861
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