The Feasibility of Blended Learning TPD TPACK Program for Indonesia’s Teacher Education

As the organizers of teacher education programs, universities in Indonesia face challenges in providing a decent Technological Pedagogical Content Knowledge (TPACK) professional program for pre-service teachers. This study aims to assess the feasibility of the Teacher Professional Development (TPD) program, combining the blended learning model and the TPACK framework for teacher education programs in Indonesia. Six experts assessed the nine stages of the blended learning TPD TPACK program as feasible and piloted on 38 pre-service teachers. Krippendorff’s Alpha measures the expert’s agreement level, and the paired sample t-test measures the program’s significance level. Krippendorff’s Alpha (α) value on the TPD effectiveness component is (α) 0.8203 with the conclusion that the agreement level is very high among the raters, as well as the TPACK framework component with an alpha (α) value of 0.7833 with the conclusion of a high agreement level among raters. The results of the t-test of paired samples have a value of sig. (2-tailed) 0.001 < 0.05, indicating a significant difference between pre-service teachers’ pretest and posttest TPACK knowledge. The results concluded that the blended learning TPD TPACK program is feasible to implement by the university, which provides the teacher education program as one of the curriculum designs of the TPACK professional development program for pre-service teachers.