Work

Teacher Professionalism in Moderating the Influence of Ethno-based Augmented Reality on Tpack

Year: 2025

Type: article

Abstract: Purpose- This study aims to determine: (1) the effect of Augmented Reality (AR) on teachers' Technological Pedagogical and Content Knowledge (TPACK); and (2) whether teacher professionalism strengthens the effect of Augmented Reality on TPACK.Methodology- This research employed a quantitative approach using moderated regression analysis (MRA) as the data analysis technique. Data were collected through questionnaires measuring teachers' ability to use ethnomathematics-based Augmented Reality and their TPACK levels.Findings-The results showed that ethnomathematics-based augmented Reality significantly influenced teachers' TPACK, with a significance value of 0.000 < 0.05 in the partial test (t-test). However, teacher professionalism did not have a significant moderating effect, as indicated by a significance value of 0.508 > 0.05 in the moderation test.Contribution- This study reinforces the theoretical framework that integrating augmented Reality with culturally relevant content (ethnomathematics) can effectively enhance teachers' competence in integrating technology, pedagogy, and subject matter

Source: JURNAL EDUSCIENCE

DOI: 10.36987/jes.v12i5.7000

Authors: Wilda Yulia Rusyida, Nurul Husnah Mustika Sari, Zaki Dia Ulhak, Susilo Adi Prayoga, Veranda Ardiyan Putra Pratama

Institution: Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $19