Toward innovative learning: Needs analysis of TPACK-based digital modules in primary teacher education

This study investigates the development of digital modules based on the Technological Pedagogical Content Knowledge (TPACK) framework for the ICT-Based Media and Elementary Learning Resources course in the Elementary School Teacher Education (PGSD) Study Program at the University of Muhammadiyah Makassar. The research aims to address the limited availability of systematically developed ICT-based teaching materials and the absence of TPACK-integrated digital modules, which have contributed to low student engagement and less optimal creative thinking skills. Using observation and questionnaires with 83 seventh-semester students, the study identifies student needs, learning characteristics, curriculum gaps, material suitability, and readiness of the technology infrastructure. Findings indicate that 59% of students experience difficulties without digital modules, and 57.8% explicitly require them. The analysis reveals that kinesthetic learning styles dominate, highlighting the importance of interactive and contextual learning media. Curriculum evaluation shows adequate alignment with graduate profiles but limited integration of TPACK and 21st-century competencies. Technology analysis confirms that the SPADA LMS provides a solid foundation for digital learning, though digital material availability remains limited. The results conclude that TPACK-based digital modules are urgently needed, feasible, and effective in enhancing student engagement and creative thinking, thereby supporting the demands of 21st-century education.