Development of TPACK Instrument to Measure Teacher Knowledge in Islamic Education for In-Service Teacher Professional Training

Abstract

Background/purpose. Testing Islamic education teacher competency is a complex problem that requires in-depth analysis. This research aims to develop a content, pedagogical, and technological knowledge (TPACK) instrument for Islamic education teachers who graduated from the in-service professional teacher program. Materials/methods. The development of the TPACK instrument was carried out by adopting Akker's instrument development model. Participants in this research were 905 Islamic education teachers who graduated from a teacher professional program (PPG) from all regions of Indonesia. Data was collected through the TPACK instrument, which covers seven knowledge domains in the TPACK framework. Data analysis was carried out using measurement models, structural models, and correlation tests using the SEM AMOS application. The effectiveness of the TPACK instrument in measuring Islamic education teacher knowledge among PPG graduates in positions at the Ministry of Religion of the Republic of Indonesia was analyzed quantitatively descriptively. Results. The research results show that the TPACK instrument developed consists of seven components or variables with 65 valid and reliable items. Each variable in the TPACK instrument is strongly and significantly correlated with measuring Islamic education teachers' level of TPACK understanding. Apart from that, the TPACK ability of Islamic education teachers who graduate from PPG in Indonesia still needs to improve when viewed from the working age range and employment status. Conclusion. This is caused by a lack of monitoring and increasing learning knowledge, not because of teachers' reluctance to innovate. This TPACK instrument can help design longitudinal studies to assess the development of in-service teachers' TPACK.