Teachers’ TPACK Development Through the Implementation of E-Modules Based on Realistic Mathematics Education (RME)
This study aims to investigate how the TPACK of junior high school mathematics teachers develops through the implementation of RME-based e-modules.
Despite the growing integration of digital tools in education, many mathematics teachers struggle to effectively integrate technology, pedagogy, and content.
This study employed a qualitative approach involving six junior high school mathematics teachers (T1–T6) in Banda Aceh, Indonesia. The research instruments consisted of TPACK observation sheets and interview guidelines. Data were collected through observations, interviews, and teacher reflections conducted continuously after each lesson in collaboration with the observers.
This study provides new empirical insights into how continuous mentoring and reflection can enhance teachers’ TPACK in implementing RME-based e-modules.
The results of the study show that all teachers experienced improvements in PCK, TPK, and TCK in implementing RME-based e-modules. The process of design, training, implementation, mentoring initiated through training and followed by implementation, observation, and reflection played an important role in helping teachers connect the components of TPACK, resulting in more meaningful, student-centered learning focused on conceptual understanding.
Mathematics teachers need to participate in continuous professional development programs that integrate mentoring, classroom teaching practice, and reflection to strengthen teachers’ TPACK.
Researchers are encouraged to develop professional development programs that integrate mentoring, classroom teaching practice, and reflection to strengthen teachers’ TPACK.
This study highlights the importance of practice-based continuous professional development in promoting meaningful technology integration in mathematics education.
Future research could explore the long-term impact of TPACK development in various educational contexts by involving a larger number of participants and employing diverse research approaches.
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