The Relationship Between Digital Literacy, TPACK Competence, and Geography Teachers’ Teaching Performance in Gorontalo Province

Febriyani Tue; Astin  Lukum; Sri Maryati

doi:10.63922/ijevss.v5i02.3825

Febriyani Tue Universitas Negeri Gorontalo
Astin Lukum Universitas Negeri Gorontalo
Sri Maryati Universitas Negeri Gorontalo

DOI: https://doi.org/10.63922/ijevss.v5i02.3825

Keywords: Digital Literacy, TPACK, Teaching Performance, Geography Teacher

Abstract

The transformation of education in the era of artificial intelligence demands that teachers possess two complementary digital competencies: digital literacy and Technological Pedagogical and Content Knowledge (TPACK). However, the relationship between these competencies and geography teachers’ teaching performance, including the interaction dynamics between them within a single analytical model, has rarely been empirically explored. This study aims to analyze the relationship between digital literacy and TPACK competence with the teaching performance of geography teachers in senior high schools (SMA/MA) in Gorontalo Province, both partially and simultaneously. A quantitative associative approach with a multiple correlation and multiple regression design was employed. The population comprised all active geography teachers in Gorontalo Province during the 2025/2026 academic year (N = 98), and population-based sampling approach yielded 70 valid respondents. Data were collected through a Likert scale questionnaire and analyzed using Pearson Product Moment correlation and multiple linear regression. Results indicate that: (1) digital literacy has a significant positive correlation with teaching performance (r = 0.484; p < 0.001); (2) TPACK competence shows a stronger correlation with teaching performance (r = 0.532; p < 0.001); and (3) simultaneously, both variables significantly contribute to teaching performance (F = 14.687; p < 0.001; R² = 0.305). A critical finding reveals that within the multiple regression model, the high correlation between digital literacy and TPACK (r = 0.716) renders the partial contribution of digital literacy non-significant (p = 0.151). This pattern indicates that TPACK may capture part of the shared variance between digital literacy and teaching performance. However, whether TPACK functions as a mediator should be examined in future studies using formal mediation analysis.

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