The sophistication of ICT technology means that various information from various corners of the world can be accessed quickly by anyone and from anywhere. [1] added that technological developments in the 21st century are changing the world's economic, social and political systems, and placing great pressure on leaders and policy makers in a country to respond to these changes.

These changes are increasingly felt, including in the world of education, especially in higher education. As reported by the Director General of Higher Education, Ministry of Education and Culture, Nazmir, who said that universities must adapt quickly to new habits and culture (Firman, 2020). New habits and culture in this case can be interpreted as the habit of using technology in every teaching and learning activity. This is of course a challenge in itself for lecturers where lecturers face a much more diverse student body, more complex and difficult lecture material, learning process standards and also demands for achieving higher student thinking abilities. Therefore, lecturers are needed who are able to compete not only in terms of intelligence but creativity and acting intelligence (hard skills - soft skills). This is supported by the opinion of [2] which states that in the 21st century, professional teachers are needed who have competence not only in the field of knowledge but also skills and attitudes in an integrated manner.

Apart from the above, 21st century teachers are required not only to be able to teach and manage classroom activities effectively, but are also required to be able to build effective relationships with students and the school community, use technology to support improving the quality of teaching, and reflect and improve their learning practices continuously. The challenges of integrating technology in teaching and learning are increasingly being felt by teachers or educators in the current era of Industrial Revolution 4.0. As quoted from the journal Ammade, et al said that:

“The rapid growth of modern technology creates new challenges in various professional development and practice arenas, including the education sector. Adopting new or innovative technology in teaching is part of the challenge in the current technological era. The mere adoption of technology will not be enough to meet learners’ needs. Teachers’ competencies in integrating technology in their teaching can form as a bridge to support the learners in maximizing their achievement” [3] 

This opinion further emphasizes that the use of technology in learning is a challenge for lecturers. To solve the problems mentioned above, lecturers are required to be able to read every challenge that exists today. Lecturers must be able to find their own solutions to problems that arise from the impact of progress over time because not all progress over time has a good impact, negative impacts must also be taken into account. In line with this, [4]  argues that for educators (teachers or lecturers) to be successful in their careers, they need to develop themselves in pedagogy, technology and their content areas. By using information and communication technology, teachers can follow developments around them, transfer contemporary approaches and applications of teaching methods into their teaching, and stay up-to-date. 

Apart from the above, the international world's demands on lecturers' duties entering the 21st century are not light. Lecturers are expected to be able and able to organize a learning process that relies on and implements the four pillars of learning recommended by the UNESCO International Commission on Education. [5] stated that the four pillars are learn to know, learn to do, learn to be, and learn to love together. The implementation of these four pillars is based on the idea that education is organized and sustained communication designed to foster learning activities in students.

Based on the description above, it is important for a lecturer to integrate technology in learning so as not to be left behind in increasingly rapid developments and at the same time to measure the competence he has. As stated in Law Number 14 of 2005 concerning Teachers and Lecturers, a teacher must have at least four competencies, namely Pedagogical Competency, Personality Competency, Social Competency and Professional Competency. These four competencies should be carried out continuously in order to create a good learning process. 

The task of a lecturer is not only to teach and educate, but it is necessary to improve his professional abilities by being sensitive to problems in learning. Teachers' professional duties are stated explicitly in Menpan Decree No. 26/MENPAN/1989 related to areas of teacher activity which include education, teaching and learning processes and counseling guidance, professional development, supporting the teaching and learning process or guidance and counseling. From these indicators, it can be said that if a lecturer wants to be said to have pedagogical or professional competence, then at least the lecturer must be able to prepare and develop a learning tool before implementing the learning.

In a learning process, the learning tools used by teachers greatly influence the course of learning, where learning tools are a series of media or facilities that will later be used and prepared by educators and students in learning activities in the classroom. Learning devices play an important role in the learning process. They are tools used by educators or facilitators to convey information, stimulate understanding, and encourage student participation in learning, as well as cater to students' different learning styles. This opinion is in line with [6] who say that through the use of learning tools, students have the ability to gain understanding of a skill or knowledge with structured and organized steps. This can be done independently or together in a group, and does not depend on the presence of a teacher. Therefore, learning tools have a very significant role in encouraging the achievement of learning objectives that have been prepared by teachers, by providing effective assistance to students in the learning process.

The need for the importance of developing a learning tool that is integrated with the use of technology is felt by teachers and students themselves, especially by lecturers who teach English courses at the Ahmad Dahlan Sinjai Islamic University. This is because the learning tools that have been used so far are only textbooks and the presentation method is only using lectures and giving assignments in class. Meanwhile, the English course, which is a mandatory subject for all students, requires a more detailed explanation, especially for students who do not have sufficient initial English skills. 

From these facts, researcher feel it is necessary to conduct further research to find solutions to the problems above by focusing on the use of technology in learning tools, especially handbooks, considering that this is still very limited. This is of course by looking at the condition of today's students who are more interested in paying attention to learning material if the learning material is presented using technology. One form of lecturer's efforts to innovate and be creative so that learning English courses continues to run effectively is by utilizing digitalization of education.

Digitalization of education is an effort to deliver learning material by utilizing digital technology. The use of digital technology in the world of education is known as cybergogy. Cybergogy must be understood as an important need for individuals to participate in today's modern world. Digital technology allows for faster communication and delivery of information than previous devices [7] One of the characteristics of using this cybergogy approach is that it uses flexible teaching materials that can be studied independently by students. Teaching materials can be said to be flexible if they can be used anywhere and at any time without having to think about the place and time of use of the teaching materials [8] 

Apart from the use of interesting learning tools by lecturers in the classroom, the use of models, media or strategies can also be an indicator of increasing student interest in learning. One model or learning framework that can be used by lecturers to overcome this is the use of the TPACK (Technological Pedagogical and Content Knowledge) component. TPACK is a concept that integrates the use of technology and teaching materials in learning.

It is hoped that the TPACK concept can overcome the problems faced by lecturers and students as previously mentioned, especially in using learning technology. The ability to apply technology in teaching or learning is called cybergogy. According to [9] cybergogy is basically a pattern for teachers/lecturers who use digital learning to carry out teaching and learning, supported by social constructivism where knowledge is built through internalization of students which allows teachers/lecturers students benefit from the implementation of this learning.

Learning independently, anytime and anywhere is in line with the concept of learning at the tertiary level which is usually referred to as andragogy or adult learning. Adults usually have broader life experiences, different learning motivations, and diverse learning styles. Therefore, the andragogical approach emphasizes the active involvement of students in the learning process, respecting their experiences, and facilitating learning that is relevant to their needs and goals. 

Based on the description above, researcher interested in conducting research with a focus on developing TPACK-based English learning tools to improve students' English learning outcomes at the Islamic University of Ahmad Dahlan Sinjai.

This research is a type of research and development (Research & Development) using the ADDIE model design from Branch. According to Branch in Reyvalda et al., this development theory consists of 5 stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The ADDIE model is an abbreviation for the five stages of the development process, namely: Analysis, Design, Development, Implementation, (5) Evaluation. This ADDIE model is the research cycle in developing TPACK-based English learning tools to improve English learning outcomes for Ahmad Dahlan Sinjai Islamic University students. The stages of the ADDIE model can be seen in the following figure [10]

Picture 2.1 ADDIE model R&D Research Steps 

The research was conducted from September 2023 to February 2024 at Islamic Education Study Program, Faculty of Education and Teacher Training, Islamic University of Ahmad Dahlan Sinjai.

The results of research on the practicality of the learning tools that have been developed, as well as student learning outcomes after implementing the learning tools can be described as follows.

Effectiveness of TPACK-Based English Learning Tools

Learning tools are said to be effective if they meet the criteria below, namely there is an increase in students' English learning outcomes seen from the pretest and posttest results.  The experimental results described are based on analysis of the results of the initial test (pretest) and final test (posttest).  Complete student learning outcomes data can be seen in table 3.4 below.

Based on the research findings, the forms of language behavior observed in the subject W.SSW1.01.SAK can be seen in the following interview results:

Table 3.4 Recapitulation of Students' English Learning Results with TPACK-Based Learning Tools 

Based on data on English learning results in the pretest, it can be seen that the mean value is 35.13, the median is 34.00 and the mode is 33.00. This shows that around 50% of students obtained a score below 34.00, whereas in the posttest it was seen that the mean score was 75.51, the median was 75.00 and the mode was 71.00. This shows that around 50% of students obtained a score below 75.00. The pretest standard deviation is smaller than the posttest standard deviation, which shows that students' abilities are increasingly varied after being taught with TPACK-based English learning tools. Descriptively, it can be said that students' English learning outcomes become better after being taught using TPACK-based English learning tools.

Furthermore, the categories of pretest and post-test English learning outcomes for learning with TPACK-based English learning tools are presented in table 3.5 below.

Table 3.5 Frequency Distribution of English Learning Results with TPACK-based English Learning Tools

Based on table 3.5 above, it shows that the students' average score (pretest) on learning material using TPACK-based English learning tools is classified in the Failed category (0-39) or if converted into Letters (Grade E) with a percentage of 58.6%. This means that English learning outcomes before the TPACK-based English learning tools were implemented were still very low. Meanwhile, the average score of student posttest results (posttest) is in the Good category (70-85) or if converted into Letter (Grade B) with a percentage of 79.4%. This means that student learning outcomes after learning using TPACK-based English learning tools have increased.

The categories for improving students' English learning outcomes are presented in table 3.6 below.

Table 3.6 Normalized Gain Classification with TPACK-based English Language Learning Tools

Based on table 3.6, it appears that the increase in English learning outcomes after being taught with TPACK-based English learning tools is in the medium classification.

After the N-Gain value is obtained, it is continued by carrying out a normality test to find out whether the data is normally distributed or not. This test was carried out with the help of SPSS 21.0 for Windows with a significance level of α= 0.05.  The test results are as follows.

Table 3.7 Normality Test Calculation Results

Based on the normality test results in table 3.7 above, it is known that the Sig. (2-tailed) in the pre test was 0.051. Thus the Sig value. (2-tailed) of 0.051 is greater than 0.05 (0.051 > 0.05). In the post test data, the Sig value is also visible. (2-tailed) of 0.068 is greater than 0.05 (0.068 > 0.05). This shows that the data is normally distributed. 

The next test is the homogeneity test to find out whether several population variants are the same or not. This test was carried out with the help of SPSS 21.0 for Windows with a significance level of α= 0.05.  The test results are as follows.

Table 3.8 Homogeneity Test Calculation Results

Based on the homogeneity test results in table 3.8 above, it is known that the Sig. (2-tailed) of 0.360. Thus the Sig value. (2-tailed) of 0.360 is greater than 0.05 (0.360 > 0.05). This shows that the data is homogeneous. 

Apart from that, based on the results of the T Test used to test the effectiveness of this learning model is the Paired Sample T Test using the SPSS 21.0 for Windows program with a significance level of α= 0.05.  The test results are as follows.

Table 3.9 T Test Calculation Results

Based on the results of data processing, it is known that the Sig. (2-tailed) of 0,000. Thus the Sig value. (2-tailed) of 0.000 is smaller than 0.05 (0.000 < 0.05). This shows that there is a significant influence on the differences in treatment given to each variable. Thus, it can be concluded that TPACK-based English learning tools can improve English learning outcomes at the Ahmad Dahlan Sinjai Islamic University. Thus, the TPACK-based English learning tool meets the effectiveness criteria.

The effectiveness test is the final test after the validity and practicality tests. In the effectiveness test, experiments were carried out by applying TPACK-based learning tools in 8 (eight) meetings. Before TPACK-based learning is carried out, an initial test (pre test) and a final test (post test) are carried out after completing the learning. The test given is in the form of a description test with 6 question numbers according to indicators of language skills. This test aims to determine whether there is an improvement in students' English before and after receiving treatment using TPACK-based learning tools.

The improvement in students' English learning outcomes can be seen from the gain coefficient value. The analysis results show that the gain value is in the medium category at 59.6% or in the interval 0.3 ≤ g < 0.7. This means that the improvement in students' English learning outcomes after being taught using TPACK-based learning tools is in the medium category.

The increase in learning outcomes can also be seen in the student's score when the pretest is classified as Failed (0-39) or if converted to a Letter (E Grade) with a percentage of 58.6%. This means that English learning outcomes before the TPACK-based English learning tools were implemented were still very low. Meanwhile, the average score of student posttest results (posttest) is in the Good category (70-85) or if converted into Letter (Grade B) with a percentage of 79.4%. This means that student learning outcomes after learning using TPACK-based English learning tools have increased. The results of this research are in accordance with the research results presented [11] which states that TPACK-based learning is effective in improving student learning outcomes. 

The conclusion of this research is that the TPACK-based English learning tool to improve students' English learning outcomes which is the result of development through the Analyze, Design, Development, Implementation and Evaluation stages is declared practical based on the achievement of practical indicators, including learning implementation, lecturer response, Student responses to the implementation of English learning tools. In addition, TPACK-based English learning tools have proven to be effective in improving students' English learning outcomes at the Faculty of Education and Teacher Training through learning outcome indicators.

The authors declare that they have no conflict of interest

No funding sources

The study was approved by the Universitas Negeri Makassar Jalan Andi Pangerang Pettarani, South Sulawesi, Indonesia.

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