Technology, Pedagogy and Content Knowledge Model for Increasing Civic Education Teacher ’ s Competencies in the Classroom

The Covid-19 pandemic has required students to learn from home, leading teachers to adapt and develop online learning that integrates technological, pedagogical, and content knowledge (TPACK). This study aimed to investigate the knowledge and skills of social studies teachers at the middle and high school levels in transmitting TPACK. This study used a quantitative approach with a survey method, with a sample of 117 respondents from middle and high schools. The results showed no differences in skills between genders in using TPACK. Secondly, TPACK is the ability to integrate technology, pedagogy and content processing components, but the results show that teachers do not fully own these components.


INTRODUCTION
Teaching is a complex and multifaceted profession that requires a range of knowledge, skills, and attitudes.These include both personal qualities and professional competencies and the ability to continuously and consistently apply these in practice.As a profession, teaching also plays a vital role in the transmission of values and the creation of an ideal society (Keow & Chan, 2015).The importance of effective teaching cannot be overstated, as it plays a central role in shaping the next generation of leaders, thinkers, and citizens (Allan & Charles, 2015).Therefore, it is essential that those who choose to pursue teaching as a career are well-prepared and continuously develop their skills and knowledge in order to provide the highest quality education to their students.
A well-established theory in education suggests that effective teaching requires a combination of content knowledge, pedagogy and an understanding of the intersection between these two areas, known as Pedagogical Content Knowledge (PCK) (Baran et al., 2011;Koehler et al., 2013).However, with the rapid advancement of technology in the 21st century, new theories have emerged emphasizing the importance of teachers having a deep understanding of how to integrate technology into their teaching, including Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK) (Graham et al., 2012;Hofer et al., 2011).These theories suggest that in today's modern classroom, it is crucial for teachers to have a strong foundation in both traditional teaching practices and the integration of technology to effectively educate their students.
The integration of technology in education has become increasingly important, particularly in the wake of the COVID-19 pandemic which has necessitated the shift towards online and blended learning (Başaran & Hussein, 2023).While these new forms of education offer numerous benefits, it is crucial to consider the ability of educators to effectively integrate technology into their teaching practices.Research on the technology integration skills of Indonesian teachers is therefore necessary in order to understand the current state of technology use in education in the country.
The shift towards blended learning has been a trend in Indonesia following the COVID-19 pandemic (Dhawan, 2020).However, Indonesian teachers have struggled to effectively integrate technology into their teaching practices, resorting to simply assigning tasks for students to complete online or directing them to watch television for instruction (Arsendy et al., 2020).In order to address these issues and improve the quality of education in Indonesia, it is essential to conduct further research on the technology integration skills of Indonesian teachers.
Several studies have demonstrated the effectiveness of technology as a teaching tool in enhancing student engagement and interest in learning (Elshaikh et al., 2018;Gon & Rawekar, 2017;Komalasari & Rahmat, 2019).In civic education classes, the use of multimedia such as videos, comics, and images has been found to facilitate the discovery of values by students (Komalasari & Rahmat, 2019).The use of chat applications like WhatsApp as a discussion platform in dermatology classes has been shown to increase student interaction in the learning process (Elshaikh et al., 2018).WhatsApp has been particularly effective due to its mobile nature, which allows teachers to easily provide feedback to students (Bakshi et al., 2019;Kaliyadan et al., 2015).Overall, the incorporation of technology in education has the potential to facilitate the learning process for both teachers and students.
The integration of technology into education has become increasingly important in the 21st century, with the Framework for 21st Century Learning highlighting the use of technology as a tool, process, and resource in modern learning environments.In order to effectively integrate technology into teaching and learning, it is essential that educators possess the necessary Technology, Pedagogy, and Content Knowledge (TPACK) skills.TPACK has attracted the attention of researchers, this is shown by the publication of 600 publications on the cross-disciplinary Scopus database (Tseng et al., 2022).However, there is a need for further research to be conducted on the technology integration skills of educators in order to better understand and address any challenges or gaps in this area.The importance of TPACK in the effective integration of technology into education and it is therefore necessary to examine the extent to which educators possess these skills (Angraini, 2023;Kereluik et al., 2014).So, this reasearch wants to find out how TPACK skills were comperhanded by civic education teachers.The formulation of the problem is: Is there a significant relationship between TPACK variables?Are there similarities and differences in TPACK skills between men and women?

Population and Sample
This research uses a quantitative approach with a survey method.The survey method is a method that collects data with survey data.The survey method is an investigation conducted to obtain facts from existing phenomena and seek factual information about a particular group or population (Fraenkel et al., 2012).This study involved 20 junior and senior high schools in West Sumatra.The sample of this study was 117 teachers consisting of 22 men and 95 women.These teachers teach in Pancasila and citizenship education, at the junior high school and senior high school levels.The demographic details of the sample are in table 1 as follows:  (Archambault & Crippen, 2009).The reduction of indicators is because this study will compare TPACK abilities without comparing the wedge instruments.In addition, some questions were modified to be more technically understandable such as the statement "I have the technical skills I need to use technology" to "I am skilled in using video processing software (Example: Filmora/windows movie maker/camtasia/kinemaster studio)".The modification of this question aims to follow the trend among Indonesian teachers who have been briefed on creating short application-based videos.

Test the validity and reliability of the data
The instruments were tested for validity and reliability using Item-rest correlation and Cronbach's alpha.All statements from the distributed instruments were valid with >0.3.However, there are statements with low validity values.For example "With technology I can easily evaluate student learning outcomes" (0.468), "With technology I can easily evaluate student learning outcomes (0.570), and I master problem solving based learning (0.554)".However, these questions are still valid.In addition, the researcher also used Bartlett's test of sphericity and KMO Index calculated with Jamovi software to determine the suitability of factor analysis.The former was significant at the 0.001 level (Chi-square= 1687, df=325) and the latter was 0.902.Both results indicate that the data is suitable for factor analysis.
The research then continued by testing the reliability of each indicator item.Researchers used Jamovi software with the following results: Table .3 shows that each dimension is reliable so that each instrument can be used anywhere.Table 3 shows that the TK dimension has the smallest average but the highest aplha value.
To answer the research question: is there a significant relationship between TPACK variables?Researchers used the product moment correlation test.Meanwhile, to answer the question: are there similarities and differences in TPACK skills between men and women?and Are there similarities and differences in TPACK skills between junior and senior high school teachers?, researchers used the independent sample t test.4 reveals that all variables have significant relationships (p < 0.001), although the strength of the relationships differs.Moderate and significant relationships are observed between TK-PK (0.390) and TK-CK (0.436).Previous research supports these findings.TK and PK have a less strong relationship.Other research shows that TK and PK only have r=0.05(Schmid et al., 2020) and r=0.333 (Luo, 2023).This is due to the fact that teachers' ability to keep up is not accompanied by updates on the use of technology (Castéra et al., 2020)..The TK-CK relationship is also not so strong, for example research by Schmid et al., (2020) found that the value of r=0.05.This is because many teachers have content skills but have not been able to fully integrate technology (Ali, 2023).

TPACK correlation between variables
Meanwhile, strong and significant relationships are evident in TK-TPACK (0.606) and PK-CK (0.662).Moreover, PK-TPACK (0.706) and CK-TPACK (0.747) exhibit a very strong level of association.Therefore, the findings suggest that the variables have varying levels of strength and significance in their relationships.

TPACK defferences between gender
Table 5 shows the means, standard deviations, t-test results, p-values, and Cohen's d for the four knowledge variables (Technological, Pedagogical, Content, and TPACK) by gender (Male and Female).In TK, the mean scores for males and females were similar (M=23.5),but the standard deviation was higher for females (SD=4.43)than males (SD=3.57),however the t-test results were not significant (t=0.050,p=0.520), and the effect size was small (Cohen's d=0.012).On Pedagogical Knowledge, mean scores were slightly higher for females (M=16.8)than males (M=16.2),but the difference was not statistically significant (t=1.094,p=0.862), and the effect size was small to medium (Cohen's d=0.259).For Content Knowledge, women's mean score was slightly higher (M=23.8)than men's (M=23.0),but again the difference was not significant (t=1.163,p=0.876), and the effect size was small to medium (Cohen's d=0.275).
The TPACK results showed that the mean score of female participants was slightly higher (19.5) than that of male participants (19.0).However, the difference in scores was not statistically significant (t=0.785,p=0.783).The effect size, as measured by Cohen's d, was small (Cohen's d=0.186).Although some small differences were observed in the mean scores and effect sizes, overall there were no significant ability gaps in the four knowledge dimensions assessed in this study, despite some small differences in the mean scores and effect sizes.This finding indicates that there is basically no significant difference in TPACK ability between women and men in all aspects.This result is also in line with the finding that there is no significant difference in TPACK ability among mathematics teachers based on gender (Li, 2023).This study concluded that gender is not an important factor in applying TPACK in learning.English teachers' ability to integrate technology in learning also has no significant difference.(Naing & Wiedarti, 2023).This means that there is already an equalization of technology skills between men and women.
In contrast to this study, other findings indicate that there is a significant difference in TPACK ability between women and men (Castéra et al., 2020;Koh et al., 2014;Liu et al., 2015).Chinese female K12 teachers believe that they are more skillful in applying diverse teaching methods or PCK (Liu et al., 2015).Whereas in Computer-Assisted Education (CAE) teachers, male teachers are more skilled in using technology than female teachers (Baturay et al., 2017).This suggests that there is variation in the relationship between gender and TPACK ability, depending on the context, field of study, and type of teaching studied.
The above research shows that there are variations in the relationship between gender and TPACK ability depending on the context and field of study studied.In some cases, significant differences were found, while in others, no significant differences were found between men and women.Therefore, it is important to consider the specific context and other variables when generalizing such findings.

CONCLUSION
Overall, this study showed that there was no significant difference in TPACK ability between females and males in all aspects assessed.Although there were some small differences in the mean scores and effect sizes, they did not have significant statistical implications.These results are consistent with other studies that found that gender is not an important factor in applying TPACK in math and English learning.
However, it is important to note that these findings are not absolute and there are variations in the relationship between gender and TPACK ability depending on the context and field of study studied.Some previous studies found significant differences between men and women in TPACK ability, depending on the teaching context and the type of technology used.

Table 1 .
Sample of Demography modified and reduced some complex indicators, such as TCK, PCK, and TPK indicators.The researcher used 4 components of my instrument, namely, TK (Technological Knowledge).PK (Pedgagocal Knowledge), CK (Content Knowledge), and TPACK(Technology, Pedagogy, and Content Knowledge)

Table 2 .
Item-rest correlation validity test

Table 3 .
Reliability test alpha cronbach

Table 4 .
Relationship between variables