This study aims to examine the success of using the TPACK model in learning and its impact on student independence at MAS Al Washliyah 22 Tembung. The background of this research is based on the need for awareness to improve the quality of learning and student engagement by utilizing a learning approach that can integrate technology, pedagogy, and content in a cohesive manner. This study uses a qualitative approach with data collection techniques through interviews with one teacher and two students. The results of the study indicate that the implementation of the TPACK model has been carried out consistently in the learning process. The teacher explained that they combine the three main components of TPACK, namely content knowledge, pedagogy, and technology, in preparing daily lesson plans, which make students more interested in attending lessons because they are directly involved in interactive activities, such as answering digital quizzes, creating group presentations, or discussing through online platforms. Teachers see that the use of technology provides students with the space for independence to express opinions and solve problems on their own. Guidance and learning strategies that adjust to the needs of each student are necessary for the optimal implementation of this model. This study provides information that the use of the TPACK model has an effect on increasing student independence.
Rambe et al. (Mon,) studied this question.
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