Technology Integration in Case Method Learning to Strengthen TPACK Self-Efficacy of Automotive Vocational School Teachers

Abstract

The high integration of technology into the teaching process reflects the strong self-efficacy in Technological Pedagogical Content Knowledge (TPACK) among automotive vocational school teachers and the potential for student-centered learning. The purpose of the study was to analyze the integration of technology in the case method of teaching to strengthen the TPACK self-efficacy of automotive vocational school teachers in the Automotive Light Vehicle program (TKRO)." Strengthening TPACK Self-Efficacy is evaluated from the quality of the Learning Implementation Plan (RPP) and the implementation and evaluation of teaching. This cross-sectional survey research design aims to assess the opinions, trends, and attitudes of the population regarding technology integration in case method teaching, with the objective of enhancing the TPACK self-efficacy of automotive vocational teachers. The study population consisted of teachers in the Automotive Light Vehicle program from both public and private vocational schools in the city of Semarang. Cluster sampling was employed, involving 56 teachers as participants in this study. Data were collected through questionnaires, observation sheets, and validated documentation. The results reveal that technology integration has been observed in case method learning, and it significantly influences content, pedagogical, and technological aspects of TPACK Self-Efficacy among Automotive Vocational Teachers. The analysis of the learning plans indicates that teachers in the Automotive Light Vehicle program have created and implemented learning plans within their independent curriculum. Providing assistance to teachers in developing lesson plans has a positive impact on the learning process, promoting the application of technology and fostering a student-centered learning approach