Discipline-Based Disparities and Measurement Validity in TPACK:  A Meta-Synthesis of Teacher Professional Development  Evidence in Indonesia (2015–2025)

Iyam Siti Maryam; Nurdin Nurdin; Cepi Triatna; Adimiharja Kusumadipraja; Juliani Musti Khofifah

doi:10.51276/edu.v7i2.1667

Authors

Iyam Siti Maryam Universitas Pendidikan Indonesia
Nurdin Nurdin Universitas Pendidikan Indonesia
Cepi Triatna Universitas Pendidikan Indonesia
Adimiharja Kusumadipraja Universitas Pendidikan Indonesia
Juliani Musti Khofifah Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.51276/edu.v7i2.1667

Keywords:

Measurement Validity , Systematic Literature Review , Teacher Professional Development , TPACK

Abstract

This study synthesizes empirical evidence on Technological Pedagogical Content Knowledge (TPACK) in Indonesia through a Systematic Literature Review using the PRISMA 2020 protocol and thematic meta-synthesis. Articles were retrieved from Scopus, Web of Science, ERIC, and Google Scholar, yielding 22 peer-reviewed studies published between 2015 and 2025. The review identifies three consistent patterns. First, TPACK profiles differ across disciplines: language teachers generally show high technological confidence but limited pedagogical integration, whereas science and elementary teachers demonstrate stronger content-pedagogical foundations yet weaker technological integration. Second, most early studies rely on self-report instruments, which tend to inflate perceived competence; more recent studies using Rasch modeling and confirmatory factor analysis provide stronger measurement validity. Third, collaborative, practice-based professional development models, such as lesson study, project-based learning, and reflective practicum, are more effective than short-term ICT workshops. Overall, the evidence highlights the need for discipline-sensitive training, valid assessment, and sustainable teacher development policies across Indonesian education systems and institutions.

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Author Biographies

Iyam Siti Maryam, Universitas Pendidikan Indonesia

She was born in Sumedang on May 22, 1984. She earned a bachelor’s degree in history education from the Indonesian University of Education in 2007 and is currently pursuing a master’s degree in educational administration.

Nurdin Nurdin, Universitas Pendidikan Indonesia

He was born in Ciamis on July 12, 1979. He completed his undergraduate studies in Muamalah at UIN Sunan Gunung Djati Bandung in 2001, earned a master’s degree in educational administration from Universitas Pendidikan Indonesia in 2004, and obtained his Doctorate in Educational Administration from the same university in 2008. He currently serves as a lecturer in the Educational Administration Study Program.

Cepi Triatna, Universitas Pendidikan Indonesia

He was born in Bandung on July 23, 1979. He completed his undergraduate degree in 2001, master’s degree in 2005, and Doctoral degree in 2014 in the Educational Administration Study Program at Universitas Pendidikan Indonesia. He currently serves as a lecturer in the Educational Administration Study Program.

Adimiharja Kusumadipraja, Universitas Pendidikan Indonesia

He was born in Bandung on December 18, 1985. He currently serves as the secretary of the Nursing Professional Study Program at Universitas Padjadjaran and is pursuing a master’s degree in educational administration at Universitas Pendidikan Indonesia.

Juliani Musti Khofifah, Universitas Pendidikan Indonesia

She was born in Jakarta on July 23, 1999. She completed her undergraduate studies in Islamic Education Management (MPI) in 2022 and is currently pursuing a Master’s degree in Educational Administration at Universitas Pendidikan Indonesia.

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