Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge in online teaching. TPACK is an integrative and transformative knowledge that teachers need to use technology effectively and efficiently in the classroom. This article investigates primary school teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK) competencies in implementing online learning due to the pandemic COVID-19. The sample in this study were 117 primary school teachers in North Sulawesi province. The method used is a quantitative descriptive approach. Data was collected using a questionnaire on a Likert scale developed in Google Form. The results showed that most primary school teachers in North Sulawesi, Indonesia, already had TPACK competencies in online learning during the COVID-19 pandemic. Even so, TPACK competencies are in need to be improved in the abilities of TK and PK. The correlation results between the TPACK constructs also showed that the PK and TPK components had a significant effect on TPACK primary school teachers' perception of online learning. It was also found that there was no significant difference between gender and TPACK competency of primary school teachers.

Nationally Standardized School Examination result is used as a students’ graduation requirement. Therefore, it is absolutely necessary that its test items must be well constructed to assess. The aim of this study was to describe the characteristics of non-compulsory mathematics test items on Nationally Standardized School Examination of senior high school in Kaimana Regency, West Papua based on the items analysis. This study was a descriptive exploratory type of quantitative research. Data obtained from a set of Non-compulsory Mathematics test items including documentation of students’ answers of the following test items on Nationally Standardized School Examination of senior high school in Kaimana Regency, West Papua. A set of this test item was validated by 5 experts and analyzed by applying Classical Test Theory. Results showed that the content validity was valid for 0.9 as the average of index Aiken. The reliability of test items was in less reliable level. The items difficulty indicated that 29 items (85.3%) were hard and 5 items (14.7%) were moderate. The value of items discrimination index for 12 items (53.3%) were classified as good and 22 items (64.7%) were poor. For multiple-choice items, the distractor was made by the developer, worked effectively.

Education is currently facing the challenges of 21st-century learning. Moreover, covid-19 pandemic has caused all face-to-face learning activities in schools to be replaced with online learning. This phenomenon requires teachers to understand and have competency in technological, pedagogical and content knowledge (TPACK). The aim of this research is to describe the perceptions of TPACK high school chemistry teachers. This research was conducted on 32 chemistry teachers in the province of East Nusa Tenggara using the TPACK questionnaire instrument with seven components. TPACK perception data were analyzed using a descriptive quantitative approach, while the difference in teacher TPACK based on gender and teaching experience was analyzed using the Mann-Whitney U test with SPSS.25 because the sample was small. In accordance with the data analysis carried out states that the chemistry teacher's perception of TPACK is in the "good" category in general and the highest average score is in the PK component. The components that have a strong positive correlation are PK, TPK, TCK, and TPCK which have a significant effect on the perception of TPACK for SMA chemistry teachers. Also, based on gender and teaching experience did not have a significant effect on TPACK perception.

The purpose of this study was to describe the trend and development of research about the mathematics concept in elementary schools in Indonesia. This study was a literature review research using bibliometric analysis. The exploration process of the articles’ published results was taken through an open-access website such as google scholar database for the last ten years. The exploration of articles published results used Harzing’s Publish or Perish software with the keywords “Konsep Dasar Matematika Sekolah Dasar” and “Mathematics Concept in Elementary School”. The results of the exploration process were analyzed by using VOSviewer software for visualization and relationship for all of the research results. This study’s results showed there were 1185 articles had been published based on articles exploration criteria. After reducing the data, there were 37 articles with the relevant criteria. The bibliometric analysis results of the relevant articles were the understanding of student mathematics concepts in elementary school, the pre-service students and teacher knowledge about the mathematics concept in elementary school, and the solution for improving students’ understanding of mathematics concepts in elementary school