a) Mathematics Education, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia
Abstract
The rapid advancement of educational technology requires prospective mathematics teachers to not only master content and pedagogy, but also technological competencies, which are integrated through the Technological Pedagogical Content Knowledge (TPACK) framework. This study aims to improve and analyze the development of TPACK among prospective mathematics teachers through the application of Website-Assisted Project-Based Learning (Website-PjBL). This research will be conducted at one of the universities in Jakarta in 2025. The design of this study used a quasi-experimental design with a pre-post control group involving undergraduate mathematics education students enrolled in the Microteaching course. The experimental group experienced the Website-PjBL activity, which integrates online project collaboration, digital module design, and mathematical problem-solving using technology-based devices, while the control group received conventional project instructions. Data was collected using validated TPACK test instruments and performance-based assessments, then analyzed using paired and independent t-tests. These findings show a significant increase in all TPACK dimensions for the Website-PjBL group with an N-Gain value of 0.67, which is in the medium category. These results show that Website-PjBL Learning is quite effective in providing meaningful learning experiences that encourage technology integration, pedagogical innovation, and content mastery in mathematics teacher education. This study implies that higher education institutions should adopt a digital project-based learning framework to build the professional readiness of prospective teachers in the digital age
