Teachers’ TPACK, Students’ Digital Literacy, and Digital Learning Attitudes at SMA Negeri 1 Wamena, Papua

Seti A. Togodli; I Putu Indra Kusuma; Dewa Putu Ramendra

doi:10.63922/ijevss.v5i04.5823

Seti A. Togodli English Language Education, Graduate Program, Universitas Pendidikan Ganesha, Bali, Indonesia
I Putu Indra Kusuma English Language Education, Graduate Program, Universitas Pendidikan Ganesha, Bali, Indonesia
Dewa Putu Ramendra English Language Education, Graduate Program, Universitas Pendidikan Ganesha, Bali, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.5823

Keywords: TPACK, digital literacy, attitudes toward digital learning, rural education, qualitative case study

Abstract

This study investigates how teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies shape students’ digital literacy and their attitudes toward digital learning within a rural senior high school context. This research was conducted at SMA Negeri 1 Wamena, Papua a region characterized by limited digital infrastructure, restricted access to professional training, and significant socioeconomic constraints among the student population. Data were gathered through semi-structured interviews with English subject teachers and students, non-participant classroom observations, and document analysis. Thematic analysis revealed three overarching themes: the enactment of TPACK competencies in classroom practice was adaptive and context-sensitive, with higher-TPACK teachers employing creative strategies to integrate technology despite infrastructural limitations; students’ digital literacy development was significantly shaped by the quality of instructional support received, though constrained by limited device access and unstable internet connectivity; and teachers actively interpreted and navigated contextual challenges, yet systemic barriers including inadequate professional development and insufficient institutional support impeded effective technology integration. The findings contribute contextually grounded insights to the TPACK literature by illustrating how rural and resource-constrained environments mediate the relationship between teacher competence, student digital literacy, and attitudes toward digital learning. Implications for teacher professional development policy and digital infrastructure investment in remote Indonesian regions are discussed

References

Akbar, I. A., Handoyo, E., & Rokhman, F. (2025). Kebijakan Pengembangan Mutu Pendidikan Akademi Kepolisian dalam Rangka Meningkatkan Daya Saing Bangsa. Crossroad Research Journal, 2(6), 62–69. https://doi.org/10.61402/crj.v2i6.511
Boymau, L. T., & Hidayati, S. (2025). Unpacking Rural English Teachers’ Perspectives on Digital Learning Tools. JPI (Jurnal Pendidikan Indonesia), 14(1), 101–110. https://doi.org/10.23887/jpiundiksha.v14i1.84506
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Čotar, K., & Štemberger, T. (2023). Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia. International Journal of Emerging Technologies in Learning (iJET), 18(17), 45–55. https://doi.org/10.3991/ijet.v18i17.41095
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Eshet, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Gilster, P. (1997). Digital Literacy. Wiley & Sons, Inc.
Hidayat, T., Rafadewi A. Putri, A., & Purwaningsih, W. (2024). TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program. KnE Social Sciences: International Conference on Mathematics and Science Education, 74–84. https://doi.org/10.18502/kss.v9i13.15909
Kusuma, I. P. I. (2022). EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia. Studies in English Language and Education, 9(1), 203–221. https://doi.org/10.24815/siele.v9i1.21239
Lincoln, Y. S., & Guba, E. G. (2014). Naturalistic Inquiry. Sage Publication.
Maskanah, U. (2025). Integration of TPACK in PAI Learning in the Digital Age: A Literature Review. Ar-Raudhah: Journal of Islamic Religious Education, 1(1), 9–21.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Murtadho, M. I., Rohmah, R. Y., Jamilah, Z., & Furqon, M. (2023). The Role Of Digital Literacy In Improving Students’ Competence In Digital Era. AL-WIJDÃN Journal of Islamic Education Studies, 8(2), 253–260. https://doi.org/10.58788/alwijdn.v8i2.2328
Pan, L., Haq, S. ul, Shi, X., & Nadeem, M. (2024). The Impact of Digital Competence and Personal Innovativeness on the Learning Behavior of Students: Exploring the Moderating Role of Digitalization in Higher Education Quality. Sage Open, 14(3). https://doi.org/10.1177/21582440241265919
Petko, D., Koehler, M. J., & Mishra, P. (2024). Placing TPACK in context: Looking at the big picture. Computers and Education Open, 7, 100236. https://doi.org/10.1016/j.caeo.2024.100236
Quraishi, T., Ulusi, H., Muhid, A., Hakimi, M., & Olusi, M. (2024). Empowering Students Through Digital Literacy: A Case Study of Successful Integration in a Higher Education Curriculum. Journal of Digital Learning and Distance Education, 2(8), 667–681. https://doi.org/10.56778/jdlde.v2i8.208
Rosa, K. S. (2017). The State of America’s Libraries 2017: A Report from the American Library Association. American Libraries.
Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
Sari, R. M., Urfan, F., Sahudra, T. M., & Ridhwan, R. (2025). Disparity Mapping of Rural-Urban High School Teachers’ TPACK Level. Indonesian Journal of Geography, 57(2), 262–271. https://doi.org/10.22146/ijg.97110
Shambare, B., & Simuja, C. (2024). Mapping TPACK Competency among Life Sciences Teachers in Rural and Marginalised Secondary Schools: A Descriptive Analysis. International Journal of Technology in Education and Science, 8(4), 522–541. https://doi.org/10.46328/ijtes.573
Thompson, K. M., Jaeger, P., Taylor, N., Subramaniam, M., & Bertot, J. (2014). Digital Literacy and Digital Inclusion: Information Policy and the Public Library. New York.
Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948–971. https://doi.org/10.1080/09588221.2020.1868531
Usman, S., Arafah, B., Marhum, M., Munir, S., Budi, & Tadeko, N. (2024). The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing. Journal of Language Teaching and Research, 15(3), 884–892. https://doi.org/10.17507/jltr.1503.21
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518
Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Yin, R. (2018). Case study research and applications. SAGE Publications.