TEACHER PROFESSIONALISM IN MODERATING THE INFLUENCE OF ETHNO-BASED AUGMENTED REALITY ON TPACK

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

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

Keywords


Teacher professionalism, ethnomathematics, Augmented Reality

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References


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DOI: https://doi.org/10.36987/jes.v12i5.7000

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