Proceedings of the 6th International Conference on Education and Social Sciences (ICESS 2024)

<Previous Article In Volume
Next Article In Volume>

Analysis of the Development of TPACK-Based High School Mathematics Learning Designs

Authors
Gregoria Ariyanti1, *, Chaterina Yeni Susilaningsih2, Ana Easti Rahayu Maya Sari3, Mateus Yumarnamto4
1Mathematics Education Study Program, Faculty of Teacher Training and Education, Widya Mandala Surabaya Catholic University, Surabaya, Indonesia
2Guidance and Counseling Education Study Program, Faculty of Teacher Training and Education, Widya Mandala Surabaya Catholic University, Surabaya, Indonesia
3Mathematics Education Study Program, Faculty of Teacher Training and Education, Widya Mandala Surabaya Catholic University, Surabaya, Indonesia
4English Language Study Program, Faculty of Teacher Training and Education, Widya Mandala Surabaya Catholic University, Surabaya, Indonesia
*Corresponding author. Email: gregoria.ariyanti@ukwms.ac.id
Corresponding Author
Gregoria Ariyanti
Available Online 1 May 2025.
DOI
10.2991/978-2-38476-392-4_19How to use a DOI?
Keywords
TPACK Mathematics; Learning Design; Literacy; numeracy
Abstract

This study aims to obtain a TPACK-based learning design that can improve high school students’ numeracy literacy skills in Mathematics subjects that are valid, practised, and effective. Mathematics still needs to be considered a complex subject by some students. It is still conceivable to convey basic and center school science based on students’ encounters with lifestyle. High school-level material requires a higher level of understanding. Consequently, creating learning experiences that offer students direct engagement is essential. Technological Pedagogical and Content Knowledge (TPACK) integrates various applications, focusing on the interplay of technology, pedagogy, and content. Research on developing TPACK-based Mathematics learning designs uses the Thiagarajan (4D) development type, but the research implementation is limited to the Definition, Design and Development stages. The trial was conducted using tests on 32 class XII students of SMAN 6 Madiun. Data collection was carried out by filling in validation sheets for learning tools by validators (validity test), observation sheets during learning (practicality test), student response questionnaires and learning outcomes tests (effectiveness test). Validity, practicality and effectiveness data were analyzed quantitatively. The analysis results showed that the validity of the TPACK-based learning on Mathematics design is 70,83%, which meets the valid criteria. The results of the practicality analysis of 72,37% indicated that practical criteria, and the effectiveness of 56,60% showed that the requirements are quite effective. The TPACK-based high school mathematics learning design is valid, practical, and quite effective.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 6th International Conference on Education and Social Sciences (ICESS 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 May 2025
ISBN
978-2-38476-392-4
ISSN
2352-5398
DOI
10.2991/978-2-38476-392-4_19How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Gregoria Ariyanti
AU  - Chaterina Yeni Susilaningsih
AU  - Ana Easti Rahayu Maya Sari
AU  - Mateus Yumarnamto
PY  - 2025
DA  - 2025/05/01
TI  - Analysis of the Development of TPACK-Based High School Mathematics Learning Designs
BT  - Proceedings of the 6th International Conference on Education and Social Sciences (ICESS 2024)
PB  - Atlantis Press
SP  - 260
EP  - 269
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-392-4_19
DO  - 10.2991/978-2-38476-392-4_19
ID  - Ariyanti2025
ER  -