The Influence of TPACK Competence and Teacher Readiness on Smart Classroom Technology Integration Effectiveness

Abstract

The 21st-century educational transformation demands adaptive learning environments, such as smart classrooms, which require highly competent educators. This study aims to analyze the direct and indirect influence of Technological Pedagogical Content Knowledge (TPACK) competence and teacher readiness on the effectiveness of smart classroom technology integration at SMPIT Al-Multazam 2. A quantitative explanatory approach with a structural equation modeling (PLS-SEM) design was employed. The sample consisted of 40 teachers actively involved in smart classroom programs, selected through total sampling. Data were collected using a 5-point Likert scale questionnaire and analyzed using SmartPLS. The results indicate that TPACK competence has a positive and highly significant direct effect on both teacher readiness and the effectiveness of smart classroom technology integration. However, teacher readiness does not significantly affect implementation effectiveness, nor does it act as a mediator between TPACK and effectiveness. In conclusion, practical competence in integrating technology, pedagogy, and content directly determines the success of smart classrooms, outweighing mere perceptual readiness.