THE VOICES OF ENGLISH TEACHERS: REVITALIZATION OF COMPETENCY ON TPACK IN THE ERA OF MERDEKA CURRICULUM

Abstract

In Indonesian secondary schools' English Language Learning (ELL), the adoption of Merdeka curriculum frameworks signifies a transformative era. Teachers have gained autonomy to create customized instructional materials and pedagogical approaches tailored to students' unique needs. However, amid this shift, digital literacy stands as a crucial requirement for teachers. Digital literacy is now essential, not optional, for teachers. It equips them to prepare students for the multifaceted demands of the digital age. As technology evolves, teachers must continually refine their digital skills to create interactive, feedback-rich learning environments fostering critical thinking, problem-solving, and digital citizenship. Additionally, digital literacy equips teachers and students for the growing prevalence of digital assessments, a critical proficiency as standardized tests migrate online. In this educational shift, where technology integrates into teaching, TPACK plays a pivotal role by blending subject expertise, pedagogical skills, and tech proficiency. Therefore, this research aims to investigate the English teachers’ perception towards the implementation of TPACK in the Merdeka curriculum era. This research employs Narrative Inquiry with 35 participants, using questionnaires and interviews. Results indicate that teachers adeptly integrate technology into pedagogy and subject-specific content (56%), express confidence in using effective teaching strategies (73%), understanding subject matter (69%), and effectively teaching specific content (70%). A majority are proficient in integrating technology into the teaching-learning process (61%), and an overwhelming percentage acknowledge their combined expertise in technology, pedagogy, and content (79%). In conclusion, teachers must embrace digital literacy and TPACK to bridge traditional pedagogy with the digital age, empowering students for success in evolving educational landscapes.