The Profile of Technological Pedagogical Content Knowledge (TPACK) for Vocational High School Accounting Teachers

The 21st century has had a significant impact on the world of education. The learning paradigm has undergone a transformation, with conventional teaching evolving into ICT-based learning. Learning must be able to integrate technology at every stage of the learning process. Teachers are required to create a learning environment that is adaptive to technology while still paying attention to the pedagogical elements inherent in the teaching materials when delivering them to students. The TPACK framework introduces the relationship and complexity between the three core knowledge areas (content, pedagogical, and technology), resulting in four new types of knowledge. This research used a descriptive research design. The study population consisted of vocational high school accounting teachers in East Java. The research results showed that the TPACK capabilities of vocational high school accounting teachers in East Java are good. TPACK capabilities demonstrate the teachers' ability to integrate technology, pedagogy, and content knowledge into the learning process.