Analysis of the effectiveness of website-based Technological Pedagogical Content Knowledge (TPACK) in physics learning: a meta analysis

Authors

DOI:

https://doi.org/10.31349/RevMexFisE.23.010207

Keywords:

meta analysis, website, TPACK, physics learning, learning achievement

Abstract

The use of website technology-based learning in physics learning has become an alternative method of choice to support 21st century education. However, there is still no data study on this topic. The meta analysis in this research examines the effectiveness of website technology-based learning on students' physics learning achievement. In this study, 15 primary studies from Scopus, ERIC, and Google Scholar were collected that met the inclusion and exclusion criteria. The research results show that the use of website technology-based learning has a significant influence on students' physics learning achievement. No publication bias was found in this study. So it can be concluded that website technology-based learning has a good impact on students' physics learning achievement.

Author Biographies

H. Kuswanto, Universitas Negeri Yogyakarta

Professor in Magister Physics Education UNY

P. Putra Wiratama, Universitas Negeri Yogyakarta

Student at Magister Physics Education UNY

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Published

2026-01-01

How to Cite

[1]
S. Laeli, H. Kuswanto, and P. P. Wiratama, “Analysis of the effectiveness of website-based Technological Pedagogical Content Knowledge (TPACK) in physics learning: a meta analysis”, Rev. Mex. Fis. E, vol. 23, no. 1, pp. 010207 1–, Jan. 2026.

Issue

Vol. 23 No. 1 (2026): Revista Mexicana de Física E

Section

02 Education in Physics

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Copyright (c) 2026 S. Laeli, H. Kuswanto, P. Putra Wiratama

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