Evaluation of Learning Modules Based on the TPACK Framework to Increase Student Understanding in Learning

Abstrak

The objective of this research is to examine three aspects: (1) the implementation of learning modules that utilize the TPACK
(Technological Pedagogical and Content Knowledge) framework, (2) the impact of using TPACK-based learning modules on
students' understanding, and (3) students' reactions to learning modules based on the TPACK framework. This research method
employs a descriptive-evaluative approach that is qualitative in nature. Qualitative research utilizes data that is expressed through
words, narratives, and information provided by informants. The feasibility of implementation was measured using Likert scale
instruments, understanding was measured by pre-test and post-test questions, and student responses were analyzed through
interviews. The participants in this study consisted of 33 students enrolled in the Informatics and Computer Engineering Education
program at Sebelas Maret University, Surakarta. According to the research findings, it can be inferred that the implementation of
the learning module falls under the "excellent" category. Therefore, it may be considered as a viable choice for teaching materials
in the E-Business Technology course. (2) Student comprehension has significantly improved, with the average score rising from
71.9 to 87.87. (3) Feedback from interviews indicated that students found the module to be helpful and easily comprehensible as a
teaching resource. However, there were still certain aspects that required adjustment in order to optimize the TPACK-based module.
The TPACK framework enhances the dissemination of content that is characterized by a systematic, comprehensive, and conceptual
approach. This study has presented a novel perspective that suggests the TPACK framework can be utilized to enhance learning
outcomes.