Understanding TPACK Implementation in STEM Mathematics Education: A Phenomenological Study of Indonesian Senior High School Teachers
TL;DR
Indonesian senior high school mathematics teachers’ lived experiences of understanding, implementing, and supporting TPACK in STEM-based mathematics instruction were explored, revealing that teachers understood TPACK as an integrated instructional framework, enacted it by using digital technologies to support concept visualisation, inquiry-based learning, and formative assessment.
Abstract
The successful integration of technology in STEM-based mathematics education depends on teachers’ Technological Pedagogical Content Knowledge (TPACK). However, most studies have examined teachers’ TPACK through surveys and intervention-based research, offering limited insight into how teachers experience and apply TPACK in classroom practice. This study explored Indonesian senior high school mathematics teachers’ lived experiences of understanding, implementing, and supporting TPACK in STEM-based mathematics instruction. A qualitative descriptive study with a phenomenological orientation was conducted with twelve mathematics teachers from six Indonesian provinces selected through purposive criterion sampling. Data was collected between November and December 2026 over a two-month period using semi-structured interview guidelines developed by researchers and validated by experts. Data were analysed inductively following Bogdan and Biklen’s qualitative data analysis procedures. The findings revealed that teachers understood TPACK as an integrated instructional framework, enacted it by using digital technologies to support concept visualisation, inquiry-based learning, and formative assessment, and perceived school support, practice-oriented professional development, and collaborative teacher communities as essential for effective implementation. These findings suggest that successful TPACK implementation depends on the interaction between teachers’ professional knowledge, instructional practice, and institutional support. This study contributes to the TPACK literature by providing a phenomenological perspective on teachers’ experiences of technology integration in STEM-based mathematics education. The study further highlights the importance of sustained professional learning, collaborative teacher communities, and institutional support in enabling meaningful technology integration in STEM-based mathematics classrooms.