Reni Marlina, Hamdani, Erwina Oktavianty, Haratua Tiur Maria Silitonga, Afandi Afandi
The current development of TPACK has been used to study the integration of technology related to pedagogic of reflective practitioners. Before becoming a teacher, a reflective practitioner needs to be familiar with technology and identify how the description of the pedagogical competencies acquired during higher education is. Especially for the curriculum implemented for science teacher candidates, technology integration is emphasized on material development which includes mastery of concepts, interaction during learning, feedback provision, as well as connecting science concepts with everyday life. This study aims to identify research trends related to TPACK involving reflective practitioners in universities. This study employs the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) method with 5 stages consisting of determining eligibility criteria, determining sources of information, selecting literature, collecting data, and selecting data items. At the eligibility criteria stage, it is important to note that the article is original research that has been reviewed and written in English. Likewise, at the definition stage, it is very important to search for literature on online databases that have large repositories for academic studies such as Scopus and ScienceDirect. Meanwhile, at the literature selection stage, the keywords used are Social Studies, education, and TPACK. From the results of the analysis 64 articles obtained are in line with the research of TPACK reflective practitioners in universities. The articles were analyzed using 5 (five) indicators: TPACK implementation, TPACK instrument development, TPACK relationship with other variables, TPACK development strategy, and TPACK identification. The findings indicate that the research theme on TPACK identification is the most popular theme and becomes the current trend of TPACK research. Overall, the highest percentage of research themes is the theme of TPACK implementation and identification (21.88%). This is due to the increasing awareness of reflective practitioners to apply TPACK in learning in universities. Along with the development of science and technology, the application of TPACK also occurs. Meaning, when compared to the other four themes, the theme of developing TPACK instrument has been the least researched in the last 4 years (14.06%). Thus, this opens up opportunities for further researchers to conduct research on the role of TPACK in the learning community in universities. © 2023 Author(s).
Biology Education Department, Tanjungpura University, Pontianak, Indonesia; Physics Education Department, Tanjungpura University, Pontianak, Indonesia; Biology Education Department, Malang State University, Malang, Indonesia
