Enhancing TPACK Competency of SIT AL-Mizan Teachers through Google Sites-Based Learning Website Design Training

Abstract

The rapid digitalization of 21st-century educational ecosystems has fundamentally transformed the professional profile required of teachers, yet many educators in developing contexts continue to face intrinsic and extrinsic barriers to effective technology integration. A situational analysis at SIT AL-Mizan in Bekasi, West Java, revealed that despite possessing adequate technological infrastructure and strong foundational pedagogical skills, teachers predominantly relied on conventional, teacher-centered instructional methods due to a critical deficit in Technological Pedagogical Content Knowledge (TPACK). This community service (Pengabdian kepada Masyarakat/PkM) initiative aimed to systematically enhance the TPACK competencies of these educators through an intensive, localized training and mentoring program focused on designing interactive learning websites utilizing Google Sites. Employing a Participatory Action Research (PAR) methodology, the intervention engaged 30 in-service teachers across four cyclical phases: preliminary needs assessment, intensive technical and pedagogical workshops, hands-on mentoring, and comprehensive evaluation. Data were collected using a validated TPACK-21 self-assessment questionnaire administered before and after the intervention, alongside a standardized rubric to evaluate the final digital learning platforms. Quantitative analysis via paired-samples t-tests revealed a statistically significant improvement across all seven TPACK domains (p < .001). The most substantial gains were observed in Technological Knowledge (TK) and comprehensive TPACK integration, both yielding exceptionally large effect sizes (Cohen's d > 3.0). Qualitative evaluations demonstrated that participants successfully translated this knowledge into practice, developing functional, pedagogically sound web-based instructional media. The initiative concludes that targeted professional development, anchored in the TPACK framework and delivered through collaborative PAR methodologies, effectively bridges the digital divide, empowering teachers to independently orchestrate interactive digital learning environments.