ENHANCING TEACHERS’ COMPETENCE IN DESIGNING TPACK-BASED TEACHING MODULES INTEGRATED WITH ESD

Abstract

This study examines the enhancement of high school teachers’ competencies in developing Technological Pedagogical Content Knowledge (TPACK)-based teaching modules integrated with Education for Sustainable Development (ESD) through a structured mentoring program at SMA Negeri 10 Palembang, Indonesia. The program involved 25 science teachers (biology, chemistry, and physics) who participated in workshops, mentoring sessions, and reflective activities aimed at strengthening pedagogical and technological integration for sustainability-oriented learning. The results demonstrate substantial improvement across all TPACK dimensions: Objective (1.8 to 2.6), Concept (1.9 to 2.8), Pedagogy (1.7 to 2.7), Technology (1.5 to 2.4), and Evaluation (1.6 to 2.9), with percentage increases ranging from 44% to 60%. These gains indicate a shift from Pre TPACK and Growing TPACK toward Maturing TPACK, particularly in pedagogical and evaluative competencies. Overall, teachers’ TPACK-based ESD competence increased from 2.02 (pre-test) to 2.80 (post-test) on a 4-point scale.

The findings suggest that sustained, context-sensitive mentoring supported by digital practice and collaborative reflection effectively promotes teachers’ professional growth in integrating TPACK and ESD, aligning with the Merdeka Curriculum and SDG 4 and SDG 13