Integrating TPACK into Student Activity Learning for Strengthening Students' Civic Literacy

This study studied the adoption of TPACK-integrated Student Activity Learning (SAL) and its association with students’ civic literacy in Pancasila Education. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase used a quasi-experimental pretest–posttest control group design involving 65 students from two intact classes at SMA Negeri 1 Mataram, Indonesia. The experimental group (n=35) received TPACK-integrated SAL, while the control group (n=30) received conventional instruction. Civic literacy was measured through a validated instrument covering civic knowledge, civic skills, and civic dispositions. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were collected through classroom observations, teacher and student interviews, and learning documentation. The quantitative findings showed no statistically significant difference in pretest scores between the groups (p=.208), while the posttest results indicated a statistically significant difference (p=.018), with higher observed civic literacy scores in the experimental group. Qualitative findings showed that students actively engaged in authentic civic issues, digital information searching and verification, collaborative discussion, digital content development, and technology-supported presentations. These findings indicate that TPACK-integrated SAL can provide a learning environment that connects civic content, student-centered pedagogy, and meaningful technology use to support the development of students’ civic literacy.