Krisna Ismawati, Helta Anggia


The objective of this research was to describe the implementation of TPACK framework in the Ruangguru as English online course. Descriptive qualitative was used to conduct this research. We used observation to gather our data by observing the features and the learning process in the Ruangguru including what contents are inside, what technology or media used, what methods used to deliver the material and how they related one to each other. Based on the entire result, we found that the implementation of TPACK framework in the Ruangguru looks quite appropriate based on the existing principles. Both the observation result and the questionnaire responses showed the existence of the TPACK principles in the Ruangguru even though there are some categories that still did not seem appropriate, such as the single use of lecturing method in each lesson, and the absence of practice skills. However, it was only a small part that did not match one among many TPACK principles implemented in the Ruangguru. Overall, TPACK was implemented in the Ruangguru, but there is still a big room for improvement in the future due to the frequent updates on the system and increasing additional new features.


TPACK; Ruangguru; Online Learning

Full Text:



Ally, M. (2004). Foundations of

educational theory for online

learning. In Terry (Ed.), The

theory and practice of online

learning (pp. 3−31). (2nd ed).

Athabasca, AB:

Black, K. (2010) “Business

Statistics: Contemporary

Decision Making” 6th edition,

John Wiley & Sons

Carliner, S. (1999). An overview

of online learning(1stVol. 4 No. 1 April 2021 ISSN 2656-5323

ed.). Armherst, MA: Human

Resource Development Press

Carliner, S. (2004). An overview

of online learning (2nd ed.).

Armherst, MA: Human

Resource Development Press

Chai, C. S., Koh, J. H. L., &

Tsai, C.-C. (2010). Facilitating

Preservice Teachers'

Development of Technological,

Pedagogical, and Content

Knowledge (TPACK).

Educational Technology &

Society, 13 (4), 63–73.

Chai, C. S., Koh, J. H. L., &

Tsai, C. C. (2013). A Review of

Technological Pedagogical

Content Knowledge.

Educational Technology &

Society, 16(2), 31-51

Conrad, D. (2002). Deep in the

hearts of learners: Insights into

the nature of online community.

Journal of Distance Education,

(1), 1−19

Ellis, Ryann K. (2009), Field

Guide to Learning

Management, ASTD Learning


Endraswara, S.


Penelitian Sastra:

Epistemologi, Model,Teori

dan Aplikasi. Yogyakarta:

Pustaka Widyatama.

Fitriana, S., & Anggia, H.

(2016, May).




In International Conference on

Education and Language

(ICEL) (p. 136).

Jukes, I., & Dosaj, A. (2006).

Understanding digital children

(DKs): Teaching & learning in

the new digital landscape.

Retrieved May 16, 2007, from



Khan, B. (1997). Web-based

training. Englewood Cliffs, NJ:

Educational Technology


Koch, A. S. (2009). Teacher

education and technology

integration: How do preservice

teachers perceive their

readiness to infuse technology

in the learning


Dissertation, ProQuest

Dissertations and Theses

Database, AAT 3379183).

Maeng, J. L., Muvley, B. K.,

Smetana, L. K., dan Bell, R. L.

Preservice Teachers’

TPACK: Using Technology to

Support Inquiry Instruction.

Journal Science Educational

Technoloogy. (Online),

(, diakses 10

Desember 2015).

McGrath, J., Karabas, G., dan

Wilis, J. 2011. From TPACK

Concept to TPACK Practice.

An Analysis of the Suitability

and Usefulness of the Concept

as a Guide in the Real World of

Teacher Development.

International Journal of

Technology in Teaching and

Learning. (Online).

Minister of Education and

Culture Regulation Indonesia

Number 24 of 2016. Basic

Competences of Concerning

English and General English

for SMA / SMK / MA.

Muntaha. (2018). Students’

Knowledge Regarding

Technological Pedagogical

Content Knowledge (TPACLK)

in Learning English. State


Article Metrics

Abstract view : 0 times
PDF - 5 times


  • There are currently no refbacks.