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This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.

This study investigates the influence of an online attendance system and digital literacy on teacher discipline and performance in elementary schools. A quantitative explanatory research approach was employed to provide empirical evidence regarding these relationships. The research population consisted of 170 elementary school teachers in Bojong District, Pekalongan Regency, who were selected using proportional stratified random sampling to ensure representativeness. Data were collected through a structured questionnaire using a 5-point Likert scale, and analyzed with Structural Equation Modeling (SEM) through the Partial Least Squares (PLS-SEM) approach using SmartPLS 4.0 software. The measurement model evaluation demonstrated strong reliability and validity across all constructs. Cronbach’s Alpha values ranged between 0.820 and 0.872, Composite Reliability between 0.881 and 0.911, and Average Variance Extracted (AVE) between 0.649 and 0.718. Discriminant validity was confirmed based on both the Fornell-Larcker Criterion and the Heterotrait-Monotrait Ratio (HTMT). The structural model showed good predictive relevance with a Goodness-of-Fit (GoF) value of 0.366, indicating a large effect. Hypothesis testing results supported all proposed relationships. Digital literacy was found to positively influence teacher performance, while the online attendance system significantly affected both teacher discipline and teacher performance. Furthermore, teacher discipline was proven to have a positive effect on teacher performance. Mediation testing revealed that teacher discipline acted as a significant partial mediator in the relationships between digital literacy, online attendance systems, and teacher performance. The findings provide empirical validation for the Task-Technology Fit Theory and the TPACK Framework in the context of educational human resource management. This study confirms that digital transformation, through strengthening digital literacy and online systems, represents an effective strategy to improve teacher professionalism and enhance academic quality in elementary schools.  

This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

This research investigates wheter integrating the demonstration method with a TPACK (Technological Pedagogical Content Knowledge) approach in classroom learning can improve students ability to write procedure texts. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggest a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive inflluence on students ability to write procedure texts.  

Education is a basic component that can determine whether a country is progressing or not, which is also closely related to literacy. Where the activities and processes in it are a more detailed part of literacy, one of which is Economic Digital Literacy. The aim of this research is to determine the role of Technological Pedagogical Content Knowledge (TPACK) in increasing Digital Economic Literacy which is categorized as still low. The method used is a literature review whose sources are obtained from the Google Scholar website as well as reputable international journals with publications less than 10 years old. The results of the analysis of various literature reviews show that Technological Pedagogical Content Knowledge (TPACK) participates in increasing Economic Digital Literacy. The implementation of TPACK will have a positive impact on the flow of learning with a combination of knowledge, pedagogy, technology. With the combination of knowledge, pedagogy, technology, TPACK's role is able to increase Digital Economic Literacy.

This research aims to analyze design thinking integrated with technological pedagogical content knowledge (TPACK) in ducation. This research is a type of systematic literature review (SLR) research with the PRISMA method. The data sources in the study came from 10 national and international journals published between 2018- 2023 and indexed by SINTA, Scopus, and WOS. The search for data sources comes from Google Scholar, MPDI, ScienceDirect, Wiley, and Eric. The analysis shows that 1) TPACK-integrated design thinking has a positive impact on the learning process, and 2) design thinking integrated with TPACK in education has a variety of forms both in theory and practice. Based on these findings, it can be concluded that the concept of design thinking integrated with TPACK is very necessary to be developed in the education system in Indonesia. Design thinking integrated with TPACK is able to encourage students' critical thinking skills and creativity in learning.

In the era of globalization, the world of education has made very significant progress in all fields. All have been based on the use of information and communication technology in the teaching and learning process. Technology acts as a tool to help students and teachers in conveying information more effectively. However, students have not been able to master technology-based learning materials. So, teachers must facilitate and monitor student performance so that they can more easily and quickly master the material. The professional quality of teachers in Indonesia is still relatively low. This is because the human resources of the Indonesian people are still lagging behind compared to other countries. The quality of teachers in Indonesia needs to be improved by using a learning approach. Learning approach based on Technology Pedagogical Content Knowledge (TPACK). This TPACK approach makes it easier for teachers to master technology that is by learning content so that students are motivated and active in learning. This study aims to determine TPACK-based learning in supporting the quality of teachers in Indonesia. This research uses the type of library research. Research samples from literature studies sourced from Google Scholar and Eric Journal. The criteria for the data to be sampled are articles published in 2015-2022. The data that was used as a sample amounted to 15 articles that were following the research variables. Data analysis is qualitative data analysis. The results show that from 15 articles that have been analyzed, TPACK-based science learning is very helpful for science teachers in Indonesia. TPACK-based science learning enhances the professionalism of teachers in teaching science material. Furthermore, the TPACK approach greatly helps teachers' professional performance to be more effective and efficient in mastering technology for learning facilities