Pembelajaran Berbasis Technological Pedagogical Content Knowledge (TPACK) dalam Konteks Pendidikan Islam Abad Ke-21: Tinjauan Pustaka Sistematis
DOI:
https://doi.org/10.26594/dirasat.v12i1.6524Keywords:
TPACK, Pembelajaran Abad Ke-21, Manajemen Kurikulum, Kompetensi Guru, Integrasi Teknologi, Pendidikan Islam, Tinjauan Pustaka Sistematis, TPACK, 21st-Century Learning, Curriculum Management, Teacher Competence, Technol-ogy Integration, Islamic Education, Systematic Literature ReviewAbstract
Pendidikan abad ke-21 menuntut guru untuk tidak hanya menguasai materi pelajaran, tetapi juga mampu mengintegrasikan teknologi dan pedagogi secara kohesif dalam proses pembelajaran. Namun, fakta di lapangan menunjukkan masih banyak guru di lembaga pendidikan Islam (madrasah, pondok pesantren, sekolah Islam) yang masih mengandalkan metode konvensional tanpa transformasi pedagogis yang substansial. Studi ini bertujuan untuk: (1) menjelaskan konsep TPACK dan relevansinya dengan pembelajaran abad ke-21; (2) mengidentifikasi tantangan implementasi TPACK; (3) memetakan perkembangan riset TPACK beserta kesenjangan penelitian; serta (4) merumuskan rekomendasi pengembangan kebijakan, kurikulum, dan profesionalisme guru berbasis TPACK. Penelitian ini menggunakan pendekatan kualitatif dengan metode tinjauan pustaka sistematis (systematic literature review) terhadap artikel ilmiah terindeks Scopus, Web of Science, SINTA dan Google Scholar terbitan 2013-2025. Hasil kajian menunjukkan bahwa TPACK merupakan kerangka kompetensi guru yang efektif dalam mengintegrasikan teknologi, pedagogi, dan konten secara dinamis untuk mendukung keterampilan 4C peserta didik. Tantangan implementasi mencakup kesenjangan akses teknologi, kompetensi guru, budaya sekolah, dan desain kurikulum. Penguatan TPACK memerlukan integrasi dalam pendidikan prajabatan, komunitas belajar profesional, kepemimpinan sekolah, serta literasi digital berbasis karakter.
Twenty-first-century education demands that teachers not only master subject matter but also coherently integrate technology and pedagogy in the learning process. However, the facts on the ground show that there are still many teachers in Islamic educational institutions (madrasas, pondok pesantren, Islamic schools) who still rely on conventional methods without substantial pedagogical transformation. This study aims to: (1) explain the TPACK concept and its relevance to 21st-century learning; (2) identify challenges in implementing TPACK; (3) map the development of TPACK research along with its research gaps; and (4) formulate recommendations for policy development, curriculum design, and TPACK-based teacher professional development. A qualitative approach with systematic literature review methodology was employed, drawing on scientific articles indexed in Scopus, Web of Science, SINTA, and Google Scholar published between 2013 and 2025. The findings indicate that TPACK serves as an effective teacher competency framework for dynamically integrating technology, pedagogy, and content to support students' 4C skills. Implementation challenges include gaps in technology access, teacher competence, school culture, and curriculum design. Strengthening TPACK requires integration into pre-service education, professional learning communities, school leadership support, and character-based digital literacy development.
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