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This is a Quantitative Study study.

October 3, 2025Open Access

Teacher Professionalism in Moderating the Influence of Ethno-Based Augmented Reality on Tpack

Key Points

Augmented reality significantly enhances teachers' TPACK, with statistical significance at 0.000.
Although teacher professionalism was evaluated, it did not significantly influence the effect on TPACK (0.508).
The study employed moderated regression analysis to assess the interaction between augmented reality and professionalism.
Integrating ethnomathematics with augmented reality may boost teachers' technology and pedagogy competencies.

Abstract

Purpose- This study aims to determine: (1) the effect of Augmented Reality (AR) on teachers' Technological Pedagogical and Content Knowledge (TPACK); and (2) whether teacher professionalism strengthens the effect of Augmented Reality on TPACK.Methodology- This research employed a quantitative approach using moderated regression analysis (MRA) as the data analysis technique. Data were collected through questionnaires measuring teachers' ability to use ethnomathematics-based Augmented Reality and their TPACK levels.Findings-The results showed that ethnomathematics-based augmented Reality significantly influenced teachers' TPACK, with a significance value of 0.000 0.05 in the moderation test.Contribution- This study reinforces the theoretical framework that integrating augmented Reality with culturally relevant content (ethnomathematics) can effectively enhance teachers' competence in integrating technology, pedagogy, and subject matter

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