EXAMINING NOVICE AND EXPERIENCED JUNIOR HIGH SCHOOL TEACHERS’ PERCEIVED TPACK AND THE INFLUENCES ON THE PROFESSIONAL DEVELOPMENT

: The use of technology in education is highly significant nowadays. Currently, blended learning is used in Indonesia, which requires students and teachers to communicate via social media. Students from SMP Karanglewas, enter school in turn according to the schedule, and when students study at home, the teacher must deliver materials or tasks through social media. The researcher would learn about the novice and experienced teachers' perceptions of TPACK, as well as the activities that teachers took based on their usage of technology. There were two study questions: What are novice and experienced teachers’ perceptions of TPACK? and To what extent have their actions been inspired by TPACK? The objectives were to investigate beginner and experienced SMP Karanglewas instructors' variations in their TPACK, as well as to learn about the influences on professional development and the behaviours inspired by TPACK. The findings where teachers could apply TPACK well even though they need help from other people and the difference between novice and experienced teachers in terms of technology was different because novice teachers had high technology knowledge but experienced teachers, were good at pedagogy content knowledge.


INTRODUCTION
The TPACK-EFL survey examines all of the TPACK categories and themes.
A is a nine-point scale that ranges from "nothing/none" (1) to "very little" (2) to "some" (3) to "quite a bit" (4) to "a lot"

FINDINGS AND DISCUSSION
To answer the research questions, the researcher conducted a structured interview with three teachers from the English, Muslim religion, and social subjects.Teaching skills.
Manage the learning process.
Skills to be a teacher.
The art of being a teacher is aimed at strategies or learning styles.

CK
The type of knowledge (cognitive) required for the subject matter includes facts, concepts, procedures and principles, while the type of skill (psychomotor) includes intellectual skills and physical skills, while the type of attitude (affective) includes responding, receiving grades., internalization and others related to attitudes or values or circumstances in a person.

TK
Help improve learning and teaching activities in the classroom.
Facilitate the learning process.
Provide a different and varied learning experience to attract students' interest in learning.
Creating fun and effective learning situation.
Provide learning motivation.
They can keep up with technological developments by following information on technologies that are developing in the community, finding out more details about these technologies, it can be done through internet browsing, asking friends who are more understanding in the IT field or these technologies and direct practice with these technologies.
After finding out in detail about the technology, it will not be optimal if we don't carry out the direct practice, the goal is to measure the extent of our understanding of the technology.
Some of the types of technology that can be used at certain times and as needed, such as Audio and Video, laptops/computers, cellphones and whiteboards.

TPK
Teachers can prepare students for the effective use of technology by considering the suitability of the subject matter, affordability of funding, the availability of the technology and the ease of use of the technology.
Along with the times, the learning process that involves the activeness of students in the learning process is very important, for example starting from introductions between students, then forming groups, giving learning assignments (introduction of tasks, objectives, instructions, benefits), assessing and evaluating.

TCK
Support student learning at home by utilizing information technology and distance learning applications.
TPACK By implementing integrated learning, namely from the process of planning the implementation of learning and evaluation using technology that has been mastered by students and teachers from novice and experienced.
Knowledge of how to facilitate student learning through pedagogic and technological approaches.
Based on the academic background of several teachers, many of them have the spirit to become an educator.The following quote is taken from one of the teachers who was interviewed about his academic background: Becoming a teacher is an opportunity as well as a challenge in contributing to support student development.In the world of education, 'character education' has a very important role, because it is implemented in every norm.One of the norms that also plays an important role is religious norms.
Because this norm also teaches how to live appropriately in the environment.
Especially, in this case, it fits my academic background, namely PAI (Pendidikan Agama Islam), which not only acts as a transmitter of knowledge but is also responsible for the personality development of students.
There are also those whose background is not a graduate of teacher education but has been teaching for a long time in an English that is easy to implement.In addition, using a learning platform also requires assistance from younger people.From these two differences, it is clear that novice teachers and experienced teachers have different perspectives on learning and technology.

CONCLUSION AND RECOMMENDATION
The conclusion that can be drawn in this study is that every teacher needs Teacher professionalism in teaching and gaining knowledge could be very vital to be carried out to assist and educate college students to stage up.Teacher talented gaining knowledge of is increasing sales as one manner of helping the more complicated abilities college students want to gather in anticipation of extra instruction and work with inside the twenty-first century.Refined sorts of educating are anticipated to foster student capabilities just like the profound authority of trying out content, primary reasoning, complicated crucial thinking, powerful verbal exchange and collaboration, and self-direction.Thusly, a successful professional flip of events (PD) is anticipated to help teachers with gaining knowledge of and refine the academic techniques wanted to reveal those capabilities (Darling, Hyler & Gardner, 2017).Currently, the use of technologies in schools is essential.Currently, blended learning is used in Indonesia, which requires students and teachers to communicate via social media.As was the case with SMP students in Karanglewas.Students arrive at school in turn according to the schedule, and when they study at home, the teacher must deliver materials or tasks via social media.According to Nazari et al. (2019), educators must gain access to technology and knowledge to become more established, general, applicable in the curriculum, and pedagogically practical.The employment of technology in teacher professional development is also a highlight.Teaching in schools needs the use of adequate technology.Today, both teachers and students must be able to use technology.It can be useful in teacher administration or in the classroom itself.Through the gathering of educators' lesson plans and observations, content knowledge (CK) (Koh, Chai, & Lee, 2015 allow for and necessitate changes to traditional teaching methods, as well as the search for new ways to adapt to the shift in the teacher's role in traditional learning and her function in online learning contexts.school teachers from various subjects.All the teachers come from Junior High School Karanglewas, Banyumas.They are all novice and experienced teachers.The criteria used are for teachers who have taught less than 4 years and for teachers who have teaching experience for more than 8 years.The age range of participants is between 23-55 years old.The researcher made a research request letter to the principal and distributed a questionnaire to one of the teachers and asked for help to distribute it to other teachers who were willing.Next, the researcher will look at the learning design and make observations.as well as a close-ended questionnaire on the variable of TPACK for the EFL environment, were used.To provide a comprehensive understanding of the instrument and what it measures, the following table displays the characteristics of the instrument used in this study and what it measures: A 15item questionnaire was distributed to the individuals to measure TPACK. (5).Even though earlier TPACK surveys used a five-point scale, a ninepoint scale can help increase the accuracy of pre-service teachers' selfevaluations(Baser et al., 2016).Researchers chose this because qualitative research can also usequantitative methods to answer some specific questions such as the process of combining quantitative research into qualitative research but still in qualitative research(Morse, 1991a).In this particular case, the main characteristic of a qualitative sample is that it has a small number of participants and is selected for a specific purpose(Denzin & Lincoln,   2009).To select volunteer respondents for the interviewing process, a question was added to the survey questionnaire, asking teachers with a variety of subjects who have more than five years' experience and are interested in interviewing to leave their contact information so that a time for the interview can be scheduled.Purposive sampling resulted in 5 people attending the interview as opposed to 16 for a closed-ended inquiry.The subjects of the interviews centred on teachers' opinions of TPACK and its components, as well as teachers' professional development.It was a structured interview with items created by the researchers and checked and revised by three education professionals.The interviewer scheduled a time that was convenient for each interviewee to conduct the face-to-face interview through WhatsApp.Each interview lasted between 20 and 25 minutes.c.Data collection procedure The researcher shared the Google Form link with the teachers so they could fill it out without having to meet face to face.Before beginning the interview, the researcher explained the goal of the question-and-answer session and then began asking questions in order.Finally, the researcher transcribed all interviews for data analysis.
The first stage was to pick all of the volunteer teachers who matched the purposive sample requirements.The researcher contacted all of them via WhatsApp personal chat at the start of the interview.The volunteer teacher then agrees to interview internet media.To obtain more full and consistent data, the researcher chose to use a Google Form and a WhatsApp conversation.The google form emphasized that to avoid bias, this interview did not provide too much information about the study.On the day of the interview, the researcher distributed and contacted the teachers to complete the questionnaire.The interviews were done in such a way that legitimate and understandable responses were obtained.The researcher explored novice and experienced teachers' conceptions of their TPACK, including the usage of a created idea by novice and experienced educators regarding the creation of their TPACK conceptions to stimulate professional development.The written data were evaluated, and the results were used to determine the relevant patterns and classes.
course, as explained by one of the respondents below: My teaching experience started from teaching an English course and continued teaching at Muhammadiyah University, Purwokerto for 4 years.After that, I had the opportunity to be a teacher at SMAN 1 Kutasari for 2 years.After that, I taught SMPN 2 Karanglewas until now.My academic background is graduate-level S-1 at UMP and S-2 at UNS majoring in English education.On how teachers develop TPACK for their professional development with a focus on pedagogical knowledge, the following excerpts from the interview transcripts of respondents: Keywords that can define pedagogy are teaching skills and managing the learning process as well as the art of teaching.Another respondent also said: The art of being a teacher refers to strategies or learning styles that are appropriate for students or in each class that has different characteristics.Concerning the second qualitative study question, which focuses on how far their activities have been influenced by TPACK.Beginner EFL teachers put in a lot of time and effort to expand their technology skills for professional development.Hervey (2015) discovered that because they were born in the digital era, beginner teachers are more likely to take chances when adopting technology in classrooms.They don'tin the community, finding out more details about these technologies, it can be done through internet browsing, asking friends who are more understanding in the IT field or these technologies and direct practice with these technologies.The finding of joining an online Personal Development community is by the statement of Lloyd and Duncan-Howell (2010) that affiliated to an online Technology of Personal Development community does create opportunities for teachers and students to share experiences, connect with larger peer groups, and collaborate.Another respondent said the following: Along with the times, the learning process that involves the activeness of students in the learning process is very important, for example starting from introductions between students, then forming groups, giving learning assignments (introduction of tasks, objectives, instructions, benefits), assessing and evaluating.As seen by the following results of the interviewto their objectives for technology integration, such as Education Office training or technology workshop activities.This is consistent with the findings of Hervey (2015network for integrating technology are consistent with Glazer, Hannafin, and Song (2005) and Gómez (2016), who indicate the value of a community of inquiry for supporting teacher use of technology for pedagogy.Overall, this study accomplishes its aims.It aims to add to the huge literature by investigating how they use TPACK with their learning medium to promote their professional growth.As we can see from the results of the close-ended questionnaire described above, there are clear differences regarding the application of technology, the pedagogy applied and the combination of the two.It can be seen that novice teachers are more fluent in using technology, applying it in teaching and learning activities and they can access technology or learning platforms easily while applying pedagogy, they have to learn a lot or have to often apply it in school activities.Then, experienced teachers, better master the pedagogy in school and its application in daily activities, whereas when they use technology in teaching and learning activities they find it difficult.They are not fluent in repairing laptops or just installing hardware technology for learning today.To answer the first research question about teachers' perceptions of TPACK, the teacher understands the role of TPACK in teaching and learning.This is evidenced by the many benefits obtained from TPACK besides that they also have to practice a lot in using the technology itself for experienced teachers and for novice teachers who need professional development in teaching.However, there is not much difference in the use of technology between novice and experienced teachers at this school.Then, the second question is about the various technologies used by teachers.They use technology a lot in teaching such as Google Classroom, Google Meetings, Zoom Meetings and other popular learning platforms.From this, it can be seen that teachers have started to use technology well even though they still need help from other parties.However, for novice teachers, it seems that the use of technology is better because it is already equipped with learning technology at the time of teaching school. .S. (2011).Fifty ways to develop professionally: What language

Table 2 presents
TPACK category issues and questions based on experienced instructors' opinions of their TPACK.