TPACK is knowledge that needs to be mastered by teachers to be able to integrate technology in the learning process. The success of integrating ICT can be influenced by teacher gender. Differences in character between male and female teachers can influence teacher’s steps and ways to teach to integrate technology in learning. This study aimed to know TPACK mastery of biology teacher and how it differs between male and female biology teachers. This study involved 29 biology teacher respondents who were taken using the convenience sampling of the hypothetical population. Data collection is conducted using a test instrument consisting of 40 items. Instruments meet the logical validity test based on expert judgment. The empirical validity showed infit MNSQ 1.00 invitations and standard deviation of 0.16 which means all items were valid. Test instrument reliability results of 0.57 means that test was good enough to provide consistent measurement results. The data were analysed descriptively and inferentially through the independent sample t-test. The results of this study showed teacher TPACK mastery was good with a score of 59.15 but TK domain with score of 46.67 and TPACK domain with score of 45.83 were still fair. TPACK mastery of biology teacher was not differentiated by teacher gender with p>0.05.

The 21st century is the era of technology and digital. The 21st century affects all aspects of life, regardless education. This is clearly the teacher must improve their ability to master ICT in learning. The aim of this study was to determine the affect of teacher qualifications and teaching experience on biology teacher’s TPACK in the Magelang City. This was a survey research. The data collection technique uses TPACK test instruments from Paidi & Subali (2018). This research was conducted in all public secondary schools in the Magelang City, Central Java. Population in this study was hypothetico population. The sample in this study were 14 high school biology teachers in Magelag City. The analysis of data was two-way ANOVA, with provisions p <0.05, which means that there is a significant variable influence on TPACK implementation. This finding reveals that teacher qualifications and teacher teaching experience have Sig. score p <0.05. In conclusion, there was a significant affect of teacher qualifications and teaching experience on biology teacher’ TPACK.

The aims of this study is to develop an observation instrument and test the validity and reliability used to measure the performance of biology teachers to apply TPACK in the learning process. This research is included in the DDR. The steps to develop TPACK observation instruments are, (1) analysis of products to be developed; (2) initial product development; (3) product validation; (4) field trials; and (5) product revisions. TPACK observation instrument was trialed on 11 biology teachers in two provinces, Yogyakarta and Central Java in August 2018, involving 4 rater. Face validity and empirical validity were carried out. Instrument face validity involves 2 expert judgements and empirical validity is determined by looking for Biserial Correlation value. Intraclass correlation coefficient (ICC) is used to test reliability. Empirical validity based on the value of Biserial Correlation shows that all items are valid with R count> 0.602. The reliability value of the TPACK instrument disclosed by the ICC is 1,000, which means that the instrument has a high reliability level. In addition, the development of both reliable and valid scale related to the technological pedagogical content knowledge of biology teachers’ would be promote further studies.

Technological Pedagogical and Content Knowledge (TPACK) is the combination of knowledge about PK, CK and TK. The purposes of this study were to find out how the TPACK of high school biology teachers in Sragen Regency and to find out whether there were differences in the TPACK between certified biology teachers and those who were not certified. The type of this research was descriptive research with survey methods. The population in this study was a hypothetical population (the forecast of the population, what the population is expected to be) and the sample representing the population was taken using convenience sampling techniques which included 17 biology teachers spread across 13 high schools in Sragen Regency. Based on the research that has been carried out, the results showed that the knowledge of PCK is very good (85.0%), TCK is poor (47.6%), TPK is fair (64.2%), and TPACK teachers were in a fairly poor category (51.3%). The results also showed that there was no significant difference between the TPACK of certified biology teachers and non-certified biology teachers with a significance value greater than 0.05.

This study aims to find out the differences TPACK profile of biology teacher based on certification status. TPACK is a framework that must be possessed by teachers in utilizing technology to deliver the subject matter to students. The sample used in this study was 38 biology teachers in Bantul. The selection of samples in this study used a convenience sampling technique. This study used observation techniques in data collection. The data was then analyzed descriptively and inferentially. The results of the study showed that the PCK and TCK profile is no different between certified biology teachers and un-certified biology teachers, certification status has more influence on the mastery of TPK and TPACK.