The effect of project-based learning on technological pedagogical content knowledge among elementary school pre-service teacher




elementary school, PjBL, TPCK


The ability to integrate technology in learning, also known as Technological Pedagogical Content Knowledge (TPCK), is one of the competencies that teachers must master in the era of the Industrial Revolution 4.0. TPCK can be prepared when a teacher becomes a pre-service teacher at a university. The goal of this study was to describe the impact of Project-Based Learning (PjBL) on TPCK in elementary school pre-service teachers. This study is an experiment with a poor experimental method. The design applied is a one-group pretest-posttest design. The sample of this research is pre-service teachers or elementary school teacher education students as many as 94 students. Data collection instruments to measure TPCK are questionnaires and assessment sheets. The questionnaire was used to measure TK, PK, CK, TCK, PCK, and TPK. The assessment is used to measure TPCK. TPCK is assessed using the outcomes of student-created learning materials. The data is analyzed using descriptive statistics and inferential statistics. To describe the distribution of TPCK data, descriptive statistics are used. To test the study hypotheses, inferential statistics are used. The paired sample t-test was used to test the hypothesis. The descriptive analysis results suggest that the TPCK for pre-service teachers is in the high range. The hypothesis test results demonstrate that PjBL improves the TPCK of pre-service elementary school teachers. These findings highlighted PjBL's potential for TPCK development.


Download data is not yet available.


Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from: Blended learning. Australasian Journal of Educational Technology, 28(8), 1298-1316.

Anwar, Y., Rustaman, N. Y., Widodo, A., & Redjeki, S. (2014). Kemampuan pedagogıcal content knowledge guru bıologı yang berpengalaman dan yang belum berpengalaman. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 35(3), 349-356.

Ball, D. L., Phelps, G. C., & Thames, M. H. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.

Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709-712.

Guerra, C., Moreira, A., & Vieira, R. (2017). Technological pedagogical content knowledge development: Integrating technology with a research teaching perspective. In Digital Education Review, 32, 85-96.

Guzey, S. S., & Roehrig, G. H. (2009). Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technological Pedagogical Content Knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.

Haron, M. Z., Zalli, M. M. M., Othman, M. K., & Awang, M. I. (2021). Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality. International Journal of Evaluation and Research in Education, 10(1), 1-7.

Hosseini, Z., & Tee, M. Y. (2012). Conditions influencing development of teachers’ knowledge for technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications, 3(1), 91-101.

Hurrell, D. P. (2013). What teachers need to know to teach mathematics: An argument for a reconceptualised model. Australian Journal of Teacher Education, 38(11), 54-64.

Juhji. (2016). Peran guru dalam pendidikan. Studia Didaktika: Jurnal Ilmiah Pendidikan, 10(1), 51-62.

Kemendikbud. (2016). Permendikbud Nomor 22 Tahun 2016 Tentang Standar Proses.

Krokfors, L., Kynäslahti, H., Stenberg, K., Toom, A., Maaranen, K., Jyrhämä, R., Byman, R., & Kansanen, P. (2011). Investigating Finnish teacher educators’ views on research-based teacher education. Teaching Education, 22(1), 1-13.

Kubiatko, M., & Vaculová, I. (2011). Project-based learning : characteristic and the experiences with application in the science subjects. 3(1), 65–74.

Lee, M. Y. T. S. (2011). From socialisation to internalisation. Australasian Journal of Educational Technology, 27(1), 89-104.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

Nofrion, N., Wijayanto, B., Wilis, R., & Novio, R. (2018). Analisis Technological Pedagogical and Content Knowledge (TPACK) Guru Geografi di Kabupaten Solok, Sumatera Barat. JURNAL GEOGRAFI, 10(2), 105-116.

Oyanagi, W., & Satake, Y. (2016). Capacity Building in Technological Pedagogical Content Knowledge for Preservice Teacher. International Journal for Educational Media and Technology, 10(1), 33-44.

Rose, R. M., & Cavin, M. (2007). Florida State University Libraries Content Knowledge in Preservice Teachers Through Microteaching Lesson Study. Dissertations, Florida State University.

Rosyid, A. (2017). Technological pedagogical content knowledge : sebuah kerangka pengetahuan bagi guru indonesia di era MEA. Prosiding Seminar Nasional Inovasi Pendidikan.

Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.

UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. In The Global Education Monitoring Report 2nd Edition.

UU Nomor 14. (2005). Undang-undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Produk Hukum.

Yan, Z. M., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4), 57-71.

Yasin, R. M., & Rahman, S. (2011). Problem Oriented Project Based Learning (POPBL) in promoting Education for Sustainable Development. Procedia - Social and Behavioral Sciences, 15, 289-293.




How to Cite

Sintawati, M., Yuli Erviana, V., Bhattacharyya, E., Habil, H. ., & Fatmawati, L. (2022). The effect of project-based learning on technological pedagogical content knowledge among elementary school pre-service teacher. Pegem Journal of Education and Instruction, 12(2), 151–156.