THE INFLUENCE OF DIGITAL LITERACY ON TEACHER’S TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) WITH WORK MOTIVATION AS A MEDIATING VARIABLE

(Survey Pada Guru di SMP Sederajat di Kecamatan Hantara)

Abstract

This study is motivated by the low ability of teachers to integrate technology,
pedagogy, and content knowledge (TPACK) in the digital era. The research is
grounded in the theoretical framework of TPACK, digital literacy, and work
motivation as a psychological factor influencing teacher performance. This study
aims to analyze the effect of digital literacy on TPACK with work motivation as a
mediating variable among SMP/MTs teachers in Hantara District. The research
employs a quantitative descriptive method with a survey approach. Data were
collected through questionnaires and analyzed using path analysis. The findings
reveal that digital literacy has a positive and significant effect on teachers’ TPACK.
In addition, digital literacy also influences work motivation, which in turn
significantly mediates the relationship between digital literacy and TPACK. These
results indicate that improving digital literacy not only directly enhances teachers’
technical competencies but also strengthens work motivation, which encourages
innovation in teaching practices. Therefore, strengthening digital literacy and work
motivation is essential to improve teacher professionalism and the quality of
learning in the digital era.