Madrasah Teachers’ TPACK: to What Extent It Facilitates Students’ Learning for Literacy?

Teachers must be proficient not only in subject matter and pedagogy, but also in technology expertise, in order to design lessons holistically in this time of pandemic. This study looked at 80 teachers from 65 madrasahs (Islamic school) in East Java who took part in PPG (Teacher Professional Education Program) at the LPTK (Institute of Teachers’ Education) UIN Sunan Ampel Surabaya in 2021. In this study, the data were analyzed by data reduction, data visualization, and drawing conclusions. The results of the research discussion indicate that madrasah teachers’ ability to use Technological Pedagogical and Content Knowledge (TPACK) is still limited to 18.75 percent. Meanwhile, good TPACK ability reached 60%, while quiet TPACK ability reached 21.25 percent. Many variables influence this, including rapid technology advancements, the availability of numerous applications, support from school leaders, school infrastructures, and teachers who are still in their early years of teaching.