Strengthening History Teacher Communities in Equivalency Education through TPACK Research Trends in Indonesia

Technological Pedagogical Content Knowledge (TPACK) has become an influential framework for explaining how teachers combine technology, pedagogy, and subject matter knowledge in instructional practice. In Indonesia, scholarly interest in TPACK has increased considerably, particularly in relation to teacher preparation, digital learning media, and technology-supported instruction. However, the existing body of research remains concentrated largely in science and mathematics education, while social studies—especially history education—has received comparatively limited attention. This imbalance is more apparent in the context of equivalency education, where non-formal learners require flexible, contextual, and digitally responsive learning approaches. This study investigates TPACK research trends in Indonesia from 2019 to 2023 and considers their relevance for strengthening history teacher communities in equivalency education. Employing a bibliometric research design, the study analyzed 1,208 Scopus-indexed documents retrieved using the keyword "TPACK." The analysis examined publication growth, dominant themes, geographical patterns, and the extent to which history education and equivalency education were represented in the research landscape. The findings show that Indonesian researchers contributed substantially to TPACK-related publications during the period studied. Nevertheless, the dominant research themes remained centered on pre-service teacher education, learning media development, and technology integration in science and mathematics. By contrast, studies focusing on history learning, social studies pedagogy, and non-formal education contexts were relatively scarce. This indicates a clear opportunity to extend TPACK research toward history education and to use it as a basis for supporting teacher communities within the equivalency education system. The study argues that TPACK can serve as a strategic framework for improving the digital and pedagogical competencies of history teachers. Through stronger TPACK-based professional development, teachers can design more meaningful, interactive, and technology-enhanced history learning experiences for non-formal learners. The study contributes by mapping Indonesian TPACK research trends, identifying underexplored areas in history and social studies education, and offering practical directions for curriculum development, teacher training, and future research in equivalency education.