Perceived Usefulness and Topic Attractiveness as Predictors of TPACK-Based Teaching Readiness among Indonesian EFL Teacher Professional Education Graduates
Keywords:
teacher professional education, perceived usefulness, perceived topic attractiveness, teaching readiness, TPACK
Abstract
Teachers' readiness to integrate technology, pedagogy, and content is an important outcome of teacher professional education. This study examined the predictive contributions of the perceived usefulness and attractiveness of topics in Indonesia's Pre-Service Teacher Professional Education Program (Pendidikan Profesi Guru [PPG]) to TPACK-based teaching readiness. A quantitative correlational design with an ex post facto survey was employed. The respondents were 60 graduates of the 2024 Cohort 2 English Education PPG program who completed the program in 2025 at six teacher education institutions in western Indonesia. Data were collected using three four-point Likert-scale questionnaires, each comprising 20 items, and analyzed through multiple linear regression. The regression model was significant, F(2, 57) = 18.549, p < 0.001, with R² = 0.394 and Adjusted R² = 0.373. Perceived usefulness positively predicted TPACK-based teaching readiness (B = 0.488, SE = 0.116, β = 0.443, t = 4.216, p < 0.001). Perceived topic attractiveness was also a positive predictor (B = 0.355, SE = 0.101, β = 0.370, t = 3.524, p = 0.001). Perceived usefulness made a stronger relative contribution than topic attractiveness. These findings indicate that graduates' self-perceived TPACK readiness is associated with the extent to which PPG topics are considered relevant to professional tasks and capable of sustaining learning engagement. PPG providers should strengthen practical relevance, authentic experiences, active engagement, and repeated opportunities to integrate technology, pedagogy, and content.
References
Ali, A., & Waer, H. (2023). Integrating TPACK in pre-service teachers' EFL course: Impacts on perception, knowledge, and practices. Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517x.6089
Anggrarini, N., & Yulianawati, I. (2025). The adoption of TPACK in teaching English by EFL pre-service teachers during the apprenticeship program in the Merdeka Curriculum framework. English Journal of Indragiri, 9(2). https://doi.org/10.61672/eji.v9i2.2900
Chang, C., Annisa, N., & Chen, K. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study. Education and Information Technologies, 30, 8689-8711. https://doi.org/10.1007/s10639-024-13160-6
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Daud, A., Novitri, N., & Hardian, M. (2020). Evaluation of the Teacher Professional Education Program (PPG): English students' perspective. AL-ISHLAH: Jurnal Pendidikan, 12(2). https://doi.org/10.35445/alishlah.v12i2.286
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Diamah, A., Rahmawati, Y., Paristiowati, M., Fitriani, E., Irwanto, I., Dobson, S., & Sevilla, D. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers' perceptions of technological pedagogical content knowledge. Frontiers in Education, 7, 897447. https://doi.org/10.3389/feduc.2022.897447
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Ke, Q., Gong, Y., & Ke, C. (2026). The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers. Acta Psychologica, 263, 106223. https://doi.org/10.1016/j.actpsy.2026.106223
Koşar, G. (2023). An examination into pre-service English-as-a-foreign-language teachers' self-perceived technological-pedagogical-content knowledge. E-Learning and Digital Media, 21, 236-254. https://doi.org/10.1177/20427530231156169
Luik, P., & Taimalu, M. (2021). Predicting the intention to use technology in education among student teachers: A path analysis. Education Sciences, 11(9), 564. https://doi.org/10.3390/educsci11090564
Mardhatillah, O., & Surjanti, J. (2023). Peningkatan kompetensi pedagogik dan profesionalitas guru di Indonesia melalui Pendidikan Profesi Guru (PPG). Jurnal Pendidikan Ekonomi Undiksha, 15(1), 102-111. https://doi.org/10.23887/jjpe.v15i1.65200
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Öztürk, M., Mıhcı, P., & Kerse, G. (2024). Exploring the relationship between pre-service teachers' TPACK and blended teaching readiness levels: A path analysis. Education and Information Technologies, 29, 7321-7340. https://doi.org/10.1007/s10639-023-12134-4
Pozas, M., Letzel, V., & Frohn, J. (2022). An empirical study exploring pre-service teachers' profiles and their prospective ICT integration: Is it a matter of attitudes, self-efficacy, self-concept or concerns? Journal of Computers in Education. https://doi.org/10.1007/s40692-022-00254-8
Rautiainen, M., Toom, A., & Kostiainen, E. (2018). Becoming interested during teacher education. European Journal of Teacher Education, 41(4), 418-432. https://doi.org/10.1080/02619768.2018.1462329
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers' technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68, 319-343. https://doi.org/10.1007/s11423-019-09692-1
Tutyandari, C. (2022). English language pre-service teachers' sense of preparedness for teaching: An Indonesian case. TEFLIN Journal, 33(2), 367-385. https://doi.org/10.15639/teflinjournal.v33i2/367-385
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: Pre-service teachers' own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25, 2823-2842. https://doi.org/10.1007/s10639-019-10092-4
Valtonen, T., Eriksson, M., Kärkkäinen, S., Tahvanainen, V., Turunen, A., Vartiainen, H., Kukkonen, J., & Sointu, E. (2022). Emerging imbalance in the development of TPACK: A challenge for teacher training. Education and Information Technologies, 28, 5363-5383. https://doi.org/10.1007/s10639-022-11426-5
Wah, L., & Hashim, H. (2021). Determining pre-service teachers' intention of using technology for teaching English as a second language (ESL). Sustainability, 13(14), 7568. https://doi.org/10.3390/su13147568
Yin, J. (2019). Connecting theory and practice in EFL teacher education through practicum experience. Language Testing in Asia, 9, 3. https://doi.org/10.1186/s42862-019-0003-z
Anggrarini, N., & Yulianawati, I. (2025). The adoption of TPACK in teaching English by EFL pre-service teachers during the apprenticeship program in the Merdeka Curriculum framework. English Journal of Indragiri, 9(2). https://doi.org/10.61672/eji.v9i2.2900
Chang, C., Annisa, N., & Chen, K. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study. Education and Information Technologies, 30, 8689-8711. https://doi.org/10.1007/s10639-024-13160-6
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Daud, A., Novitri, N., & Hardian, M. (2020). Evaluation of the Teacher Professional Education Program (PPG): English students' perspective. AL-ISHLAH: Jurnal Pendidikan, 12(2). https://doi.org/10.35445/alishlah.v12i2.286
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Diamah, A., Rahmawati, Y., Paristiowati, M., Fitriani, E., Irwanto, I., Dobson, S., & Sevilla, D. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers' perceptions of technological pedagogical content knowledge. Frontiers in Education, 7, 897447. https://doi.org/10.3389/feduc.2022.897447
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Ke, Q., Gong, Y., & Ke, C. (2026). The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers. Acta Psychologica, 263, 106223. https://doi.org/10.1016/j.actpsy.2026.106223
Koşar, G. (2023). An examination into pre-service English-as-a-foreign-language teachers' self-perceived technological-pedagogical-content knowledge. E-Learning and Digital Media, 21, 236-254. https://doi.org/10.1177/20427530231156169
Luik, P., & Taimalu, M. (2021). Predicting the intention to use technology in education among student teachers: A path analysis. Education Sciences, 11(9), 564. https://doi.org/10.3390/educsci11090564
Mardhatillah, O., & Surjanti, J. (2023). Peningkatan kompetensi pedagogik dan profesionalitas guru di Indonesia melalui Pendidikan Profesi Guru (PPG). Jurnal Pendidikan Ekonomi Undiksha, 15(1), 102-111. https://doi.org/10.23887/jjpe.v15i1.65200
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Öztürk, M., Mıhcı, P., & Kerse, G. (2024). Exploring the relationship between pre-service teachers' TPACK and blended teaching readiness levels: A path analysis. Education and Information Technologies, 29, 7321-7340. https://doi.org/10.1007/s10639-023-12134-4
Pozas, M., Letzel, V., & Frohn, J. (2022). An empirical study exploring pre-service teachers' profiles and their prospective ICT integration: Is it a matter of attitudes, self-efficacy, self-concept or concerns? Journal of Computers in Education. https://doi.org/10.1007/s40692-022-00254-8
Rautiainen, M., Toom, A., & Kostiainen, E. (2018). Becoming interested during teacher education. European Journal of Teacher Education, 41(4), 418-432. https://doi.org/10.1080/02619768.2018.1462329
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers' technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68, 319-343. https://doi.org/10.1007/s11423-019-09692-1
Tutyandari, C. (2022). English language pre-service teachers' sense of preparedness for teaching: An Indonesian case. TEFLIN Journal, 33(2), 367-385. https://doi.org/10.15639/teflinjournal.v33i2/367-385
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: Pre-service teachers' own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25, 2823-2842. https://doi.org/10.1007/s10639-019-10092-4
Valtonen, T., Eriksson, M., Kärkkäinen, S., Tahvanainen, V., Turunen, A., Vartiainen, H., Kukkonen, J., & Sointu, E. (2022). Emerging imbalance in the development of TPACK: A challenge for teacher training. Education and Information Technologies, 28, 5363-5383. https://doi.org/10.1007/s10639-022-11426-5
Wah, L., & Hashim, H. (2021). Determining pre-service teachers' intention of using technology for teaching English as a second language (ESL). Sustainability, 13(14), 7568. https://doi.org/10.3390/su13147568
Yin, J. (2019). Connecting theory and practice in EFL teacher education through practicum experience. Language Testing in Asia, 9, 3. https://doi.org/10.1186/s42862-019-0003-z
Published
2026-08-28
How to Cite
Imran Said Yusuf, Sukardi Weda, & Muhalim, M. (2026). Perceived Usefulness and Topic Attractiveness as Predictors of TPACK-Based Teaching Readiness among Indonesian EFL Teacher Professional Education Graduates. International Journal of Technology and Education Research, 4(03), 1367-1378. https://doi.org/10.63922/ijeter.v4i03.6261
.png)
Contact Person +6282139474255
Email : ijeterjournal@gmail.com
