TPACK Levels of Indonesian Language Teachers: A Survey in Rural Junior High Schools

There is a gap in the implementation of TPACK in Indonesia. Urban schools often outperforming rural ones. This study aims to measure the level of implementation of TPACK elements in Indonesian language learning in rural junior high schools based on teacher perceptions. The case study involved 224 teachers from 5 regencies in Central Java, where internet access is moderate to slow. Data were collected through questionnaires, in-depth interviews, and focus group discussions (FGDs). The results indicate that most Indonesian language teachers in rural areas feel most competent in mastering material and pedagogy. However, when it comes to the application of technology in the classroom, the majority of teachers' performance does not align with their beliefs about their technological proficiency. This disconnect is due to various external challenges, including limited internet access, inadequate facilities, and restrictive school policies, which prevent teachers from utilizing technology in a way that aligns with their beliefs. However, a small portion of the issue can be attributed to internal challenges, such as a lack of confidence or feelings of inadequacy due to age. In terms of school status, there are notable differences in technology application, with private schools in rural areas being more advanced than public schools. The factors that cause limitations in public schools need to be studied further.