Background: Technological Pedagogical Content Knowledge (TPACK) is a vital framework for integrating technology into education. In Indonesia, TPACK research has grown significantly, yet most studies focus on science and mathematics, leaving gaps in social studies, particularly history education. Additionally, its potential in supporting the equivalency education system, which serves non-formal learners, remains underexplored.
Research Objectives: This study aims to analyze TPACK research trends in Indonesia (2019–2023), examine its contribution to the equivalency education history teacher community, and provide recommendations for integrating TPACK into history education.
Research Method: Using bibliometric analysis, this study analyzed 1,208 documents from the Scopus database with the keyword "TPACK." The analysis focused on publication trends, dominant themes, and geographical contributions, particularly in history education and equivalency education.
Research Findings: Indonesian researchers dominated TPACK research during the study period. Most studies focused on pre-service teacher training and learning media development, primarily in science and mathematics. Limited attention was given to social studies, especially history, highlighting an opportunity to expand TPACK research into history education and the equivalency education system.
Research Conclusion: This study emphasizes the need to integrate TPACK into history education to enhance the competencies of equivalency education history teachers. By leveraging TPACK, educators can create innovative, technology-enhanced learning experiences tailored to non-formal learners. Professional development programs are also essential to equip teachers with TPACK skills.
Research Novelty: This study provides a comprehensive bibliometric analysis of TPACK trends in Indonesia, identifies gaps in social studies research, and offers practical recommendations for applying TPACK in history education and non-formal learning contexts. It paves the way for future research and practical applications in underserved educational areas.

The background to this research is the importance of finding an integration pattern between the project learning model and Ethno-STEM based inquiry to explain scientific knowledge regarding the aroma of herbal tea.  The fundamental research objective is to design an integration pattern for the project and Ethno-STEM learning model and reconstruct scientific knowledge based on public knowledge of the aromatic volatile compounds of Indonesian and world herbal teas. This research method and approach is mixed research. This qualitative approach is to find the integration of the project learning model and Ethno-STEM (Ethno-STEM PjLM) and its syntax. A quantitative approach regarding analyzing tea aroma volatile compounds using an Arduino gas sensor: research data from literature studies, interviews, reconstruction, and data on identifying volatile compounds in the aroma of herbal tea analyzed descriptively, qualitatively, and quantitatively. The results of the research concluded: (1) the reconstruction and integration pattern between PjLM Ethno-STEM is an integrated pattern with SUDARMIN syntax, (2) the reconstruction of scientific knowledge based on public knowledge regarding the process of isolation, extraction, and bioactivity of secondary metabolites, (3) herbal tea aroma volatiles compounds are identified by Arduino sensor: carbon dioxide, methane, propane, butane, acetone, alcohol, and ester, (4) the implementation of Ethno-STEM PjLM received a positive response from students.

ch school that is the subject of research are adequate and complete to support the learning process, although there are some that still need care. The history learning media used by history teachers is still in the form of presentation media that collaborates with static images or text, making it less interesting and monotonous. Public History-based Image Cloud Recognition learning media designed to be developed by applying android applications, cloud storage, and camera scans to scan content from images of historical objects. The results of the material expert validation test obtained an average score of 4.39 and the media expert validation test obtained an average value of 4.45 so that both values were included in the "Very Good" category. Meanwhile, based on trials to students in small groups, an average score of 4.61 was obtained; In the limited group, a value of 4.28 was obtained and in the broad group, an average value of 4.58 was obtained. All three grades are classified as "Very Good". The effectiveness of products designed according to the results of the t test (t count > t table) is known that Public History based Image Cloud Recognition learning media is effective in improving students' historical thinking skills and making learning more interesting, active, and dynamic.