Development of TPACK-LK (Technological Pedagogical and Content Knowledge with Learner Knowledge) Instrument for Mathematic Preservice Teacher

Education has transformed and adapted to technological advances. TPACK is a conceptual framework for integrating technology into learning. The emergence of the TPACK frameworks such as ICT-TPACK and TPACK-XL provides a hypothesis about learner knowledge that is parallel to other TPACK components. A framework that has core components in the form of technological knowledge, pedagogy, learner, and content then named by researchers as TPACK-LK. This research aims to develop the TPACK-LK survey instrument. The research method in compiling questionnaire items was carried out using a literature review. Meanwhile, the tests on the prepared questionnaire were correlation tests to calculate validity and Cronbach's Alpha to check the instrument's reliability. Next, confirmatory factor analysis (CFA) tests were also used. The respondents in this study were 108 mathematics education students spread across Indonesia. The subject criteria are students who are taking a bachelor's degree for at least a year or three. By using SPSS software, a valid and reliable TPACK instrument was obtained. The development and validation of the questionnaire provides several important implications for research and practice. The successful validation of items across various knowledge components (e.g., CK, PK, TK, and LK) and their combinations (e.g., PCK, TCK, TPCK, and TPLCK) demonstrates the feasibility of capturing complex, multidimensional constructs. This can inspire further exploration of integrated knowledge models in other domains.