Mathematics teachers' TPACK in online learning during the COVID-19 pandemic based on demographic factors

Abstract

The problem and the aim of the study. TPACK is a framework that can provide instructions for teachers to solve problems related to integrating technology into teaching and learning activities. This research was carried out during the COVID-19 pandemic when learning was online. This condition is something new for some teachers in Indonesia, so this study aims to analyze the TPACK perceptions of mathematics teachers in online learning based on demographic factors (gender, age, and teaching experience) and to determine the effect of demographic factors on TPACK perceptions. Research methods. This research is a survey research with a cross-sectional survey approach. Data were collected using a questionnaire from 74 mathematics teachers in Yogyakarta Province in the odd semester of the 2021-2022 academic year and analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Results. To determine whether there is a difference between groups on the dependent variable, it is seen from the value (sig) obtained compared to the significance level (α = 0.05). Teacher gender affects TK (sig. 0.010), TCK (sig. 0.003), TPK (sig. 0.004), and TPACK (sig. 0.042). Male mathematics teachers have better perceptions than female teachers in all aspects of technology. Based on age, teachers aged 21-30 years have better perceptions than teachers aged more than 40 years in TK (sig. 0.042), teachers aged more than 40 years have better perceptions than teachers aged 31-40 years in CK (sig. 0.003), teachers over 40 years of age have better perceptions than teachers aged 21-30 years on PK (sig. 0.000) and PCK (sig. 0.013). Based on teaching experience, teachers with more than 20 years of teaching experience have better perceptions of CK (sig. 0.003), PK (sig. 0.001) and PCK (sig. 0.003) than other teachers. In conclusion, gender and age affect aspects of technology, and age and teaching experience also affect aspects of pedagogy and content. From these findings, policymakers can formulate a training program to accommodate female teachers and senior teachers related to increasing mastery of technology and young teachers related to increasing pedagogical abilities and content.