Typology of Technology Integration in Professional Teacher Education (PPG) Lesson Plans and Its Function in Indonesian Language Learning: A TPACK Approach

Sudjalil Sudjalil, Rina Wahyu Setyaningrum, Nuria Reny Hariyati

Abstract


This study investigates the typology and function of technology integration within lesson plans (modul ajar) designed by in-service teachers in the Professional Teacher Education Program (PPG). Utilizing a qualitative descriptive approach framed within the Technological Pedagogical Content Knowledge (TPACK) framework, this research analyzes 27 technology integration points across Indonesian language learning modules. The findings reveal five distinct typologies of technological functions: (1) Visual Stimulus & Conceptual Manipulative, (2) Comparative & Authentic Audiovisual Modeling, (3) Autonomous Literacy Exploration, Validation, & Glossary, (4) Graphic Ideation, Product Digitalization, & Collaboration, and (5) Differentiated Learning & Formative Assessment. The analysis demonstrates a paradigm shift where technology has evolved from a mere additive tool (add-on) into an essential medium for knowledge construction. This integration spans from introductory cognitive triggers to downstream digital product transformation, thereby reflecting substantial maturity in teachers' TPACK development. 

Keywords


Technology Integration; Typology, Lesson Plans (Modul Ajar); PPG Program; Indonesian Language Learning; TPACK

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v13i8.7570

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