From Perceived Competence to Classroom Practice: Teachers’ TPACK in Muhammadiyah School Digital Ecosystems

Abstract

School digital transformation requires pedagogically meaningful technology integration and organizational support. This study examined teachers’ Technological Pedagogical Content Knowledge (TPACK), the alignment of perceived competence, instructional planning, and classroom enactment, and the school digital ecosystem in two Muhammadiyah junior high schools in Jakarta. A convergent parallel mixed-methods multiple-case design combined a 32-item survey of 51 teachers with focus group discussions, six lesson plans, six recorded lessons, leadership interviews, and institutional documents. Descriptive statistics, thematic analysis, and cross-case integration were conducted using TPACK as the primary framework and SAMR as a supplementary lens. Teachers reported high perceived TPACK-related competence and contextual support (overall mean = 4.348/5). The six recorded lessons mainly demonstrated augmentation and modification, interpreted as technology functions rather than rankings of teaching quality. Integrated findings distinguish three analytical layers—perceived, planned, and enacted practice—within conditions of leadership, infrastructure, professional learning, collaboration, disciplinary characteristics, and organizational values. These layers offer an evidence-based analytical organization, not a new TPACK theory.