EVALUATION OF TECHNOLOGY INTEGRATION IN ELEMENTARY SCHOOL LEARNING USING THE TPACK FRAMEWORK AND THE CIPP MODEL
DOI:
https://doi.org/10.322154/8j34nm73Keywords:
Technology Integration, TPACK, CIPP Model, Educational Evaluation, Elementary School LearningAbstract
This study aims to evaluate the effectiveness of technology integration in elementary school learning using the framework of Technological Pedagogical Content Knowledge (TPACK) and Model Context, Input, Process, Product (CIPP). The research uses a mixed methods approach with a convergent parallel design. The research locations include three Islamic elementary schools in Bondowoso Regency, namely At-Taqwa Islamic Elementary School Bondowoso, Manbaul Ulum Sulek Islamic Elementary School, Tlogosari District, and State Islamic Elementary School 1 Bondowoso. Data were collected through observations, interviews, TPACK-based questionnaires, and documentation studies. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed with the interactive model Miles, Huberman, and Saldaña, then integrated to obtain a comprehensive picture. The results showed that the competence of teachers based on the TPACK framework was in the good category with an average achievement of 84.2%, while the evaluation of technology implementation based on the CIPP Model obtained an average of 84.6% with the good category. The Pedagogical Content Knowledge (PCK) component obtained the highest achievements, while Technological Knowledge (TK) is still an aspect that needs strengthening. The CIPP evaluation shows that the Product aspect has the highest achievement, while the Input aspect still needs improvement, especially in the digital competence of teachers and the availability of supporting facilities. Technology integration is also followed by an increase in students' learning completeness from 69.8% to 88.4%. This study concludes that the integration of the TPACK framework and the CIPP Model is a comprehensive evaluation approach to assess teacher competence, the effectiveness of program implementation, and its impact on improving the quality of learning in elementary schools.
References
Anggraini, F. L. (2025). EKSPLORASI PRAKTIK BLENDED SOCIO-DIGITAL LEARNING DALAM MEMBANGUN AGENCY BELAJAR PADA SISWA. Al-ATHFAL: Jurnal Pendidikan Anak, 6(4), 578-593. https://doi.org/10.46773/alathfal.v6i4.2499
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. https://doi.org/10.2307/249008
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Sapto Irawan, & Danu Prasetyo. (2020). The evaluation of online school examination implementation using CIPP model. Jurnal Penelitian dan Evaluasi Pendidikan, 24(2). https://doi.org/10.21831/pep.v24i2.33032
Schmid, R., Brianza, E., & Petko, D. (2021). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Stufflebeam, D. L. (2003). The CIPP Model for Evaluation. Dalam International Handbook of Educational Evaluation. https://doi.org/10.1007/978-94-010-0309-4_4
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability. Guilford Press.
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability. Guilford Press.
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose Terms? UNESCO Publishing.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs. Journal of Higher Education Outreach and Engagement, 15(4), 57–84.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 ansori ansori, Bagus Nur Cahyono (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
