Impact of Learning Management Systems and Digital Skills on TPACK Development Among Pre-service Mathematics Teachers

Authors

  • Muh. Fitrah Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
  • Caly Setiawan Department of Physical Education, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
  • Widihastuti Department of Fashion and Food Technology Education, Faculty of Engineering, Universitas Negeri Yogyakarta 55281, Indonesia;
  • Anastasia Sofroniou School of Computing and Engineering, University of West London, St. Mary’s Road, London W5 5RF, United Kingdom;
  • Nur Azizatur Rahmawati Faculty of Social Sciences, Law, and Politics, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
  • Arina Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
  • Sri Ratna Sari Faculty of Social Sciences, Law, and Politics, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
  • Iskandar Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v5n1a1392

Abstract

The technological era has significantly impacted the quality of mathematics education. In reality, the frequency of technology usage in the classroom is minimal, and teachers continue to face challenges when utilizing learning management systems (LMS). Therefore, the purpose of this study is to identify the impact of LMS on the development of technological pedagogical content knowledge (TPACK) and digital skills of pre-service mathematics teachers. This mixed-methods study, employing an exploratory approach, involved 76 pre-service mathematics teachers (22 males, 54 females). Data was collected through questionnaires and interviews and subsequently compiled using Microsoft Excel and saved in CSV format. The data were then analyzed using Jamovi software version 2.4.8.0. Findings show that digital skills significantly influence TPACK development (β = 0.63, p < 0.001), more so than LMS usage (β = 0.49, p < 0.001), with a combined explanatory power of 65% (R² = 0.65). Higher digital skills improve pre-service teachers' ability to integrate technology into pedagogy and content. Additionally, final-year pre-service teachers show greater competencies. Male pre-service teachers generally exhibit higher digital skills than females (p < 0.001), influencing their capacity to effectively use digital tools in teaching. The strong correlation between digital skills and LMS usage (Spearman’s ρ = 0.86) underscores the need for structured digital competency development in teacher education. These findings emphasize the importance of fostering digital literacy and technology-integrated practicum experiences in mathematics instruction. Universities and school administrators should implement targeted training programs to enhance LMS utilization and help pre-service teachers develop strong TPACK competencies.

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Published

2025-03-04

How to Cite

Fitrah, M., Setiawan, C. ., Widihastuti, W., Sofroniou, A. ., Azizatur Rahmawati , N. ., Arina , A. ., Ratna Sari , S. ., & Iskandar , I. . (2025). Impact of Learning Management Systems and Digital Skills on TPACK Development Among Pre-service Mathematics Teachers. Qubahan Academic Journal, 5(1), 504–518. https://doi.org/10.48161/qaj.v5n1a1392

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