Ahmad Yani, Asep Mulyadi, Rosita, Budi Setiawan
Online learning during and after the COVID-19 pandemic can be a complex task for teachers because they need to learn more to use technology in learning activities. Even though the Technological Pedagogical Content Knowledge (TPACK) framework has been recognized as a tool to link technology, pedagogy, and content knowledge in learning, the obstacle is the absence of a formula to align them. This article describes an effort to use the action–research method to help geography teachers implement the TPACK framework and harmonize its three components in their teaching with the ACTA (Activity, Content, Technology, and Assignment) formula. The action research design was chosen by including 162 high school teachers in a preliminary survey, 295 teachers in action, five teachers in implementation, and 137 students in the reflection phase. The preliminary investigation shows that geography teachers’ TPK, TCK, and TPACK abilities are very good. However, their pre-workshop lesson plan documents illustrate the lack of ability to implement them. A one-day ACTA online workshop was held, and post-workshop lesson plans revealed improvement in harmonizing the three components of TPACK. Unfortunately, the improvement has not yet helped geography teachers implement TPACK to increase the students’ participation in the inquiry process. Further action is needed to solve this problem. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock