Validating a TPCK-S Instrument for Hologram-Based Mathematics Teaching

Andi Kaharuddin; Javier García García; Irma Magfirah; Yulismayanti Yulismayanti

doi:10.23917/ijolae.v7i3.12119

Authors

Andi Kaharuddin Faculty of Teacher Training and Education, Universitas Lakidende Unaaha
Indonesia https://orcid.org/0000-0002-2365-4993
Javier García García Faculty of Education, Universidad Autónoma de Guerrero
Mexico https://orcid.org/0000-0003-4487-5303
Irma Magfirah Faculty of Teacher Training and Education, Universitas Iqra Buru
Indonesia
Yulismayanti Yulismayanti Faculty of Teacher Training and Education, Universitas Iqra Buru
Indonesia

DOI:

https://doi.org/10.23917/ijolae.v7i3.12119

Keywords:

complex learning cycles, educational innovations, hologram technology, immersive technology in education, performative skill assessment, teacher pedagogical competence, technology integration

Abstract

The successful use of 3D holograms in teaching geometry depends greatly on teachers’ practical skills. However, there remains a substantial gap in understanding how these skills are developed and how they can be reliably assessed. This study, carried out with mathematics teachers in Southeast Sulawesi, Indonesia, seeks to address this issue by (1) proposing a theoretical model for the development of Technological Pedagogical Content Knowledge and Skills (TPCK-S), and (2) creating and validating an instrument to measure this construct. Following a sequential exploratory mixed-methods design, a theoretical model was first built through a grounded theory study with six junior high school mathematics teachers. Building on this model, an instrument was then empirically validated with a sample of 112 junior high school teachers through the combined use of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed a three-stage TPCK-S development model consisting of Technical Familiarization, Pedagogical Experimentation, and Fluent Integration. In addition, the validated 28-item instrument demonstrated a solid four-factor structure, with confirmatory factor analysis (CFA) showing good model fit and internal consistency reliability reaching an excellent level (α = 0.91). Overall, this study contributes a rigorously tested TPCK-S instrument that can serve as a valuable diagnostic tool to support and strengthen teacher professional development in the digital era.

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Author Biographies

Andi Kaharuddin, Faculty of Teacher Training and Education, Universitas Lakidende Unaaha

Andi Kaharuddin is a Senior Lecturer in Mathematics Education Universitas Lakidende Unaaha. He holds a Doctorate (Dr.) from Universitas Negeri Makassar, Indonesia.

His primary research interests include educational technology, mathematics education, and the application of educational multimedia. His work specifically explores the integration of immersive technologies, such as 3D holograms, to foster conceptual change and to develop teachers' Technological Pedagogical Content Knowledge and Skills (TPCK-S).

His publications can be found on his Google Scholar profile:https://scholar.google.co.id/citations?user=wZhuHNsAAAAJ&hl=id&oi=ao.

Javier García García, Faculty of Education, Universidad Autónoma de Guerrero

Doctor of Science with a Specialization in Educational Mathematics. Faculty of Mathematics, Autonomous University of Guerrero. Master of Science in the Area: Educational Mathematics. Faculty of Mathematics, Autonomous University of Guerrero. Bachelor of Mathematics in the Area: Mathematics Teaching and Computing. Faculty of Mathematics, Autonomous University of Guerrero. Member of the Latin American Committee for Educational Mathematics (CLAME). Member of the State Registry of Researchers of the State of Guerrero. Member of the National System of Researchers. Member of the Society for the Learning of Mathematics. Visiting Professor-Researcher at the Autonomous University of Guerrero in the following educational programs: Bachelor of Mathematics in the Area: Educational Mathematics, Master of Mathematics Teaching, and Doctorate of Science with a Specialization in Educational Mathematics (Period 2018 to present).
https://matedu.uagro.mx/index.php/na/dr-javier-garcia-garcia

Irma Magfirah, Faculty of Teacher Training and Education, Universitas Iqra Buru

Irma Magfirah is affiliated with Mathematics Education at Universitas Iqra Buru, Indonesia.

Yulismayanti Yulismayanti, Faculty of Teacher Training and Education, Universitas Iqra Buru

Yulismayanti is a lecturer within the undergraduate program of Indonesian Language Education at Universitas Iqra Buru, Maluku, Indonesia. She is a co-author of the research article titled, "Validating a TPCK-S Instrument for Hologram-Based Mathematics Teaching

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