TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)-BASED LEARNING TO IMPROVE TEACHERS' DIFFERENTIATED INSTRUCTION SKILLS

Abstract

This study aims to improve teachers' differentiated instruction skills through Technological Pedagogical and Content Knowledge (TPACK) learning at SMA Negeri 5 Tambusai Utara (Public’s Junior high school 5 Tambusai Utara). The research method is quantitative with a pre-experimental design. The research design used is the Pretest Post-test Control Group Design, conducted on two groups of teachers with a total sample of 25 teachers. The sample was divided into two groups: the experimental group, which received full TPACK instruction, and the control group, which focused on strengthening Technological Knowledge (TK) and Content Knowledge (CK). Data collection was carried out through tests measuring teachers' differentiated teaching skills after TPACK learning. Data analysis used inferential methods assisted by SPSS 25 to test the research hypothesis. The hypothesis test results showed a significant difference in the improvement of differentiated instruction skills in the experimental group compared to the control group. Additionally, the results indicated that teachers in the experimental group were more active in designing, implementing, and evaluating differentiated instruction supported by appropriate technology and pedagogical strategies. In conclusion, TPACK training is effective in enhancing teachers' skills in applying differentiated instruction, supporting the implementation of the Merdeka Curriculum, and promoting the integration of technology in teaching.