Development and validation of technological pedagogical content knowledge (TPACK) test instruments for prospective chemistry teachers

  • Hasna Athaya Rifa 
    Universitas Pendidikan Indonesia
    Indonesia
    https://orcid.org/0009-0000-5715-8114
  • Nahadi Nahadi
    Universitas Pendidikan Indonesia
    Indonesia
  • Sjaeful Sjaeful
    Universitas Pendidikan Indonesia
    Indonesia

Abstract

This study aimed to develop a digital-based test instrument to assess the technological, pedagogical, and content knowledge of pre-service chemistry teachers. The instrument was designed based on the TPACK framework, which consists of seven interrelated components: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the integrated TPACK domain. A total of 20 indicators were constructed, and corresponding items were developed in digital format. Content validation involved three chemistry education experts who evaluated each item based on three aspects: alignment with the indicator, clarity of the correct answer, and appropriateness of the scoring rubric. Using a binary scale (“Yes” = relevant, “No” = not relevant), data were analyzed through the Content Validity Index (CVI). The findings show that 18 out of 20 items achieved acceptable I-CVI values (≥ 0.78), and the overall S-CVI/Ave score was 0.95, indicating excellent content validity. This suggests that the developed instrument is valid for assessing TPACK and can support future efforts in preparing technology-integrated chemistry teaching.
Keywords
  • TPACK
  • Chemistry education
  • Pre-service teacher assessment
  • Professional competence
  • Content validity
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