EVALUATING TPACK-BASED DIGITAL LEARNING MEDIA TRAINING FOR TEACHERS IN A ONE-ROOF JUNIOR SECONDARY SCHOOL

Abstract

The ability to integrate technology, pedagogy, and subject matter has become an
essential teacher competency in the digital era. This study evaluated the implementation and
perceived outcomes of a digital learning media training program based on the Technological
Pedagogical Content Knowledge (TPACK) framework for teachers at SMP Satu Atap Negeri 1
Poncomulyo, Pati Regency, Indonesia. A descriptive quantitative approach with a program
evaluation design was employed. The participants were 16 teachers who completed 32
instructional hours of training. Data were collected through structured observations of attendance
and participation, as well as a four-point program evaluation questionnaire. Frequencies,
percentages, and descriptive interpretations were used to analyze the data. All participants attended
the entire program and actively engaged in presentations, discussions, and practical activities. Most
participants rated the relevance of the materials, program implementation, facilitator competence,
time allocation, and supporting facilities as good or very good. Fifteen participants (93.8%)
selected the highest rating for perceived improvement in their knowledge of digital learning media
development. Participants also reported improvements in skills, experience, motivation, and
confidence. However, one participant reported that the materials did not fully address individual
needs, and another reported no perceived improvement in technical skills. The findings indicate
that the program was well-received and perceived as providing immediate benefits. Nevertheless,
pretest-posttest measures, product assessment, and classroom observations are required before
conclusions can be drawn about objective improvements in teachers’ TPACK competencies.