Eurasia Journal of Mathematics, Science and Technology Education

• Awad, N. A., Salman, E., & Barak, M. (2019). Integrating teachers to teach an interdisciplinary STEM-focused program about sound, waves and communication systems. European Journal of STEM Education, 4(1), Article 5. https://doi.org/10.20897/ejsteme/5756
• Balaban, I., & Rienties, B., & Winne, P. (2023). Information communication technology (ICT) and education. Applied Sciences, 13. Article 12318. https://doi.org/10.3390/app132212318
• Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: A conceptual review. Professional Development in Education, 49(4), 651-669. https://doi.org/10.1080/19415257.2022.2162566
• Cengiz, C. (2015). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of preservice physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411-422. https://doi.org/10.1080/1359866x.2014.932332
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 87-106). Routledge. https://doi.org/10.4236/jss.2022.1010006
• Chaka, C., Nkhobo, T., & Lephalala, M. 2022. Leveraging student engagement through MS Teams at an open and distance e-learning institution. Journal of Education and e-Learning Research, 9(3), 136-146. https://doi.org/10.20448/jeelr.v9i3.4102
• Cheng, P-H., Molina, J., Lin., M-C., Liu., H-H., Chang, C-Y. (2022). A new TPACK training model for tackling the ongoing challenges of COVID-19. Applied System Innovation, 5(32). https://doi.org/10.3390/asi5020032
• Chiu, T. K., Chai, C. S., Williams, P. J., & Lin, T.-J. (2021). Teacher professional development on self-determination theory-based design thinking in STEM education. Educational Technology and Society, 24(4), 153-165. https://doi.org/10.30191/ETS.202110_24(4).0012
• Christa, S., Asterhan, C., & Lefstein, A. (2023). The search for evidence-based features of effective teacher professional development: A critical analysis of the literature. Professional Development in Education, 50(1), 11-23. https://doi.org/10.1080/19415257.2023.2283437
• Culduz, M. (2024). Benefits and challenges of e-learning, online education, and distance learning. In L. Gray, & S. Dunn (Eds.), Incorporating the human element in online teaching and learning (pp. 1-27). IGI Global. https://doi.org/10.4018/979-8-3693-4131-5.ch001
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
• Even-Zahav, A., Widder, M., & Hazzan, O. (2022). From teacher professional development to teacher personal-professional growth: The case of expert STEM teachers. Teacher Development, 26(3), 299-316. https://doi.org/10.1080/13664530.2022.2052947
• Großschedl, J., Mahler, D., & Harms, U. (2018). Construction and evaluation of an instrument to measure content knowledge in biology: The CK-IBI. Education Sciences, 8. Article 145. https://doi.org/10.3390/educsci8030145
• Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service teachers’ implementation and understanding of STEM project based learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 63-76. https://doi.org/10.12973/eurasia.2015.1306a
• Irwanto, I., Redhana, W., & Wahono, B. (2022). Examining perceptions of technological pedagogical content knowledge (TPACK): A perspective from Indonesian pre-service teachers. Jurnal Pendidikan IPA Indonesia, 11(1), 142-154. https://doi.org/10.15294/jpii.v11i1.32366
• Karampelas, K. (2023). Examining the relationship between TPACK and STEAM through a bibliometric study. European Journal of Science and Mathematics Education, 11(3), 488-498. https://doi.org/10.30935/scimath/12981
• Law, N., Kampylis, P., & Punie, Y. (2015). Pathways to enhance multilevel learning for scaling up systemic ICT-enabled learning innovations: Lessons from 7 European and Asian cases. Springer. https://doi.org/10.1007/978-981-287-537-2_10
• Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822. https://doi.org/10.1002/sce.21522
• Martono, F., & Salam, U. (2017). Students’ learning in asynchronous discussion forums: A meta-analysis. International Journal of Information and Communication Technology Education, 13(1), 48-60. https://doi.org/10.4018/IJICTE.2017010105
• Morales, E., Avilla, R., Sarmiento, C., Anito Jr, J., & Elipane, L. (2022). Experiences and practices of STEM teachers through the lens of TPACK. Journal of Turkish Science Education, 19(1), 237-256. https://doi.org/10.36681/tused.2022.120
• Mumcu, F., Uslu, N. A., & Yıldız, B. (2022). Investigating teachers’ expectations from a professional development program for integrated STEM education. Journal of Pedagogical Research, 6(2), 44-60. https://doi.org/10.33902/JPR.202213543
• Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society and Education, 7(3), 279-294. https://doi.org/10.25115/psye.v7i3.519
• Perry, E., & Booth, J. (2021). The practices of professional development facilitators. Professional Development in Education, 50(1), 144-156. https://doi.org/10.1080/19415257.2021.1973073
• Philipsen, B., Tondeur, J., Roblin, N. P., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145-1174. https://doi.org/10.1007/s11423-019-09645-8
• Poortman, C. L., Brown, C., & Schildkamp, K. (2021). Professional learning networks: A conceptual model and research opportunities. Educational Research, 64(1), 95-112. https://doi.org/10.1080/00131881.2021.1985398
• Tagliente, L., Bigliardi, B., Dolci, V., Pini, B., Notaro, A., Petroni, A., & Gianatti, E. (2023). Pandemic and education: A bibliometric analysis of ICT use in research literature. In Proceedings of the 16^th annual International Conference of Education, Research and Innovation (pp. 6775-6783). IATED. https://doi.org/10.21125/iceri.2023.1693
• Thohir, M. A., Ahdhianto, E., Mas’ula, S., April Yanti, F., & Sukarelawan, M. I. (2023). The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course. Contemporary Educational Technology, 15(2), Article ep407. https://doi.org/10.30935/cedtech/12918
• Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13, Article 769. https://doi.org/10.3390/educsci13080769
• Utomo, A.P., Narulita, E., Yuana, K., Fikri, K., Wahono, B. (2018). Students’ errors in solving science reasoning-domain of trends in international mathematics and science study (TIMSS). Jurnal Pendidikan IPA Indonesia, 7(1), 48-53. https://doi.org/10.15294/jpii.v7i1.11352
• Wahono, B., Chang, C. Y., & Khuyen, N. T. T. (2021). Teaching socio-scientific issues through integrated STEM education: An effective practical averment from Indonesian science lesson. International Journal of Science Education, 43(16), 2663-2683. https://doi.org/10.1080/09500693.2021.1983226
• Wahono, B., Hariyadi, S., & Subiantoro, A. W. (2022). The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), Article em2191. https://doi.org/10.29333/ejmste/12647
• Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7, Article 36. https://doi.org/10.1186/s40594-020-00236-1
• Zhu, X., & Liu, J. (2020). Education in and after COVID-19: Immediate responses and long- term visions. Postdigital Science and Education, 2(3), 695-699. https://doi.org/10.1007/s42438-020-00126-3

APA

Wahono, B., Hariyadi, S., Subiantoro, A. W., Bravo, J. A. M., & Manalu, M. S. (2025). Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2570. https://doi.org/10.29333/ejmste/15896

Vancouver

Wahono B, Hariyadi S, Subiantoro AW, Bravo JAM, Manalu MS. Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program. EURASIA J Math Sci Tech Ed. 2025;21(1):em2570. https://doi.org/10.29333/ejmste/15896

AMA

Wahono B, Hariyadi S, Subiantoro AW, Bravo JAM, Manalu MS. Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program. EURASIA J Math Sci Tech Ed. 2025;21(1), em2570. https://doi.org/10.29333/ejmste/15896

Chicago

Wahono, Bevo, Slamet Hariyadi, Agung Wijaya Subiantoro, Jose Arturo Molina Bravo, and Marison Sudianto Manalu. "Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2570. https://doi.org/10.29333/ejmste/15896

Harvard

Wahono, B., Hariyadi, S., Subiantoro, A. W., Bravo, J. A. M., and Manalu, M. S. (2025). Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2570. https://doi.org/10.29333/ejmste/15896

MLA

Wahono, Bevo et al. "Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2570. https://doi.org/10.29333/ejmste/15896