The Influence of 21st Century Professional Competence on the Implementation of TPACK by Elementary School Teachers in Jetis District, Yogyakarta

Abstract

This research is motivated by current developments that require teachers to continuously improve their competence. One crucial competence is the professional competence of 21st-century teachers. The purpose of this study is to determine the professional competence of 21st-century teachers in Jetis District, Yogyakarta City, and to examine whether teacher competence affects the implementation of the TPACK learning framework in elementary schools within the district. The research method used is quantitative with a correlational approach. Data were collected through observations and questionnaires. The research subjects were 25 teachers from SD N 1 Jetis and SD N Jetisharjo. The study was conducted from April to May 2024. The focus of this research is on the professional competence of 21st-century teachers and their application of the TPACK model in teaching. Data analysis was carried out using a simple linear regression technique. The results show that teachers in Jetis District possess the professional competencies required in the 21st century. This conclusion is based on the results of observation data. Furthermore, the study reveals a significant influence between professional competence and TPACK implementation among elementary school teachers. This is supported by the hypothesis test results, which indicate a product moment correlation value of 0.879. This exceeds the rtable value at a 5% significance level (N=23) of 0.3961. Since rcount > rtable, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, professional competence positively influences TPACK implementation