TPACK and its Contribution to Develop Differentiated Learning in Elementary School

Abstract

This research aims to find out how teachers' TPACK can contribute to their skills in developing differentiated learning. This research uses a type of correlational research. The population in this research is elementary schools that have used the independent curriculum in the city of Yogyakarta. The sample in this study consisted of 20 subjects, and the sampling technique used was stratified random sampling. The data collection technique used was a questionnaire. The instruments in this research were questionnaire grids and questionnaire sheets. The data analysis techniques used are descriptive and inferential statistics. The research results show that the value Sungai Pearson TPACK 0.894 has a positive value, CK 0.783 has a positive value, TK 0.782 has a positive value, and PK 0.869 has a positive value. PCK 0.835 has a positive value, TCK 0.866 has a positive value, and TPK 0.861 has a positive value. It can be concluded that the teacher's TPACK has an influence and is closely related to the teacher's skills in developing differentiated learning