Assyfa International of Multidisciplinary Education, vol. 3 (2), pp. 123-132, 2025
Received 20 Mei 2025 / published 28 September 2025
https://doi.org/10.61650/ajme.v1i2.768

The Role of TPACK in Strengthening
Geometrical Thinking and Numeracy
Literacy through Contextual
Manipulative Media: A Qualitative
Study Integrating Climate Literacy
Intan Nadilah1 , Ani Afifah2* , Supriyo3 , Puguh Darmawan4
1Universitas PGRI Wiranegara Pasuruan, Indonesia
2Universitas Negeri Malang, Indonesia

*Corresponding author: fifa.ani@gmail.com

KEYWORDS
TPACK,
Contextual
Manipulative
Media,
Geometry
Thinking,
Numeracy
Literacy,
Climate Literacy, SDG 4

ABSTRACT The need to improve the quality of education (SDG 4) urges the integration of global
sustainability issues, such as climate literacy, into the core curriculum, particularly mathematics. This study
stems from the urgency of improving students' geometric thinking and numeracy literacy, which remains a
challenge, while emphasizing the importance of teachers' roles as learning designers. Objective: This study
aims to explore in-depth the role of teachers' TPACK (Technological Pedagogical Content Knowledge) in
planning, implementing, and reflecting on the use of contextual manipulative media that integrates climate
literacy to strengthen students' conceptual understanding of geometry and numeracy. This study uses a
qualitative approach with a case study design. Data were collected through in-depth classroom observations,
semi-structured interviews with teachers and students, and analysis of learning documents (Lesson
Implementation Plans and student artifacts) from teachers who implemented the TPACK framework. The
findings indicate that the TPACK framework significantly guides teachers in selecting mathematically
relevant climate content (PCK), designing effective and adaptive manipulative media (TCK/TPK), and
facilitating critical discussions (PK) that link mathematical calculations (numeracy) to climate-based
solutions. The role of TPACK enables a shift from passive learning to active and meaningful learning.
Conclusion: The integration of climate literacy through contextual manipulative media, facilitated by strong
TPACK mastery, not only successfully strengthens understanding of geometry and numeracy but also
increases students' awareness and ability to apply mathematical knowledge to sustainability issues. These
results provide important implications for teacher professional development in the digital and sustainability
era.
© The Author(s) 2024

INTRODUCTION
Achieving Sustainable Development Goal (SDG) 4 on
Quality Education (Dash, 2024) requires education
systems to not only provide access but also ensure
the relevance and depth of learning. In the
mathematics domain, improved geometric thinking

and numeracy literacy are key indicators of success
(Ma, 2022; Tang, 2021). Both are foundational to the
quantitative analysis and spatial reasoning required
in the 21st century. Unfortunately, global and
national data often indicate that students' ability to

use geometric and numeracy concepts in contextual
problem-solving
still
requires
significant
pedagogical intervention (Otun & Njoku, 2020).
Education must integrate pressing global issues.
Climate literacy is now a vital cross-curricular
competency,
requiring
students
to
use
mathematical skills (numeracy and geometry) to
understand and analyze the impacts of climate
change (Udhma & Sari, 2017). To achieve this
meaningful integration, the use of contextual
manipulative media offers a solution. These media
allow students to physically model climate
phenomena (for example, calculating the volume of
melting ice or modeling the area of land affected),
making abstract concepts of geometry and
numeracy tangible and functional (Atsara, 2021).
The success of this complex integration between
mathematical content, manipulative media, and the
climate literacy context depends on the expertise of
the teacher (Lai, 2022). TPACK (Technological
Pedagogical Content Knowledge) serves as a highly
relevant theoretical framework (Irwanto, 2021;
Rakes, 2022). TPACK guides teachers to (Hava,
2025; Zou, 2022) (1) identify intersections between
Geometry/Numeracy and Climate Literacy (PCK)
content, (2) select or design effective contextual
manipulative media (TPK), and (3) manage active
learning processes that engage higher-order
reasoning (PK). Exploring teacher practices within
the TPACK framework is key to understanding how
complex content can be delivered effectively.
While each component (TPACK, Manipulative
Media, Climate Literacy) has been extensively
researched, a substantial research gap lies in
qualitative studies examining the dynamic
interaction of the three (Schmid, 2020). Existing
research tends to be quantitative, measuring impact
on scores without explaining how and why such
integration is successful. No in-depth qualitative
studies have explicitly investigated the role of
teachers' TPACK in navigating the complexities of
designing
and
implementing
contextual
manipulative media that simultaneously aim to
strengthen geometric thinking, numeracy literacy,
and climate literacy (Falloon, 2020; Verlie, 2021).
This gap limits our understanding of teachers'
pedagogical
decision-making
processes
in
sustainability teaching.
This study offers significant novelty and original
contributions to the educational literature: (1)
Qualitative Tripartite Synergy: This is a
comprehensive qualitative study that maps the
synergy between TPACK (Hava, 2025), Contextual
Manipulative Media, and Climate Literacy within a
single learning intervention framework (Ahmed,
Kent, & Keller-Margulis, 2023; Chamorro, 2024). (2)
124

Focus on Cognitive and Pedagogical Processes: This
study focuses not solely on learning outcomes, but
rather on a qualitative process exploration namely,
how TPACK influences teachers’ teaching practices
and how it is internalized into students’ geometric
and numeracy thinking (Megawati & Sutarto, 2021).
(3) Dual Contextualization: Using climate context to
support the simultaneous enhancement of two
distinct core mathematics competencies offers a
replicable pedagogical model.
Based on these backgrounds, gaps, and novelties,
this study focuses on a qualitative exploration of the
role of teachers’ TPACK in strengthening students’
geometric and numeracy thinking through the use of
contextual manipulative media that integrates
climate literacy, with the hope of providing
important insights for curriculum development and
teacher professional training in the context of SDG 4.
METHOD
2.1. Research Design
This research adopts a Qualitative Design with a
Case Study approach (Phelps, 2021). The case study
was chosen because it allows researchers to conduct
an in-depth and holistic investigation of
contemporary phenomena in a real-life context,
namely how teachers' TPACK influences the process
of teaching Geometry and Numeracy through
Contextual Manipulative Media that integrates
Climate Literacy. This qualitative approach aims to:
a. Exploring teachers' understanding and
perspectives on TPACK, media, and climate
literacy.
b. Analyze the media implementation process in
detail in class (observation).
c. Understand students' experiences in building
their geometric and numeracy thinking
fromthe use of contextual media.
2.2. Location and Subject of Research
The research will be conducted at Universitas PGRI
Wiranegara Pasuruan, which was selected based on
the criteria that the school has a commitment to
learning innovation and supports the integration of
sustainability issues. The main subjects of the
research are:
a. Mathematics Teachers is 2 mathematics
teachers selected using purposive sampling.
The teacher selection criteria include: (1)
experience in teaching Geometry and
Numeracy, (2) active involvement in
developing learning media, and (3) having an
initial understanding or willingness to
implement TPACK and integrate climate issues.
b. Students is 6 students from the class taught by
the subject teacher. Key students will be

selected based on varying levels of
understanding (high, medium, low) to gain
diverse perspectives on the impact of media.

Qualitative data was collected using triangulation to
ensure the validity and reliability of the findings. The
techniques used include:

2.3. Data Collection Procedures and Techniques
Data collection
technique
Semi-Structured
Interview

Participant Observation
(Class)

Document Analysis

Purpose of Use

Focus of the Data Obtained

Exploring the role and understanding of teachers'
TPACK (TPK, PCK, TCK) in designing climatebased contextual manipulative media, as well as
their views on the effectiveness of the media.
Analyzing the implementation process and
interactions in the classroom directly.
Observations focused on: (1) how teachers apply
TPACK when using media, (2) student engagement
with media, and (3) the quality of discussions
linking Geometry, Numeracy, and Climate Literacy.
Review planning documents and student work.
Documents include TPACK-based Lesson Plans
(RPP), contextual manipulative media designs, and
student worksheets/projects demonstrating the
application of Geometry and Numeracy to climate
issues.

Conceptual understanding, teachers'
pedagogical decision-making, and postimplementation reflection.

2.4. Data Analysis Techniques
Data analysis was conducted inductively and
continuously throughout the data collection
process, referring to qualitative data analysis
models (Triwahyuningtyas & Sesanti, 2023) . The
analysis stages include:
a. Data Reduction: Summarizing, selecting the
main points, focusing on data relevant to the
research question (the role of TPACK,
manipulative
media,
climate
literacy,
geometry/numeracy).
b. Data Display: Presenting reduced data in the
form of a matrix, narrative, or organized chart
to facilitate understanding and drawing
conclusions.
c. Conclusion Drawing and Verification: Drawing
temporary conclusions and verifying them
through triangulation of data sources
(interviews, observations, and documents) to
ensure the final findings are strong and
trustworthy.
d. Coding and Categorization: Conducting open,
axial, and selective coding of interview
transcripts and field notes, which were then
categorized to develop themes that explain in
detail the role of TPACK in the context of this
research.

Concrete evidence of TPACK
implementation, student behavior, and
the quality of contextual learning.

Consistency between teacher planning
(TPACK) and implementation, as well
as evidence of strengthening students'
geometric and numeracy thinking.

b. Triangulation Method: Using interviews,
observation, and document analysis.
c. Member Check: Asking research subjects
(teachers) to verify and confirm the
researcher's interpretation of their interview
data.
d. Thick Description: Presents findings with a
very detailed description of the context and
process, allowing readers to assess the extent to
which the findings can be transferred to other
contexts.
RESULT AND DISCUSSION

The validity of data (validity and reliability) in
qualitative research is guaranteed through:
a. Source Triangulation: Comparing information
from teachers, students, and documents.

RESEACH RESULT
The results of this qualitative study present key
findings regarding the role of mathematics
teachers' TPACK as an orchestration framework in
designing and implementing learning that
integrates contextual manipulative media based on
climate literacy. These findings are organized based
on three main dimensions: the role of TPACK in
design, the effectiveness of implementation, and its
impact on student competency.
3.1. The Role of Teachers' TPACK in Integrated
Learning Design
Interview and document analysis (TPACK-based
lesson plans) revealed that the TPACK framework is
the main foundation for teachers in making complex
pedagogical decisions:
TPACK Conceptual Mapping: Findings indicate that
TPACK serves as an integrative framework,
ensuring that content (Geometry/Numeracy and
Climate Literacy), pedagogy (Learning Strategies),

Assyfa International of Multidisciplinary Education, 2 (2), H a l 2 6 - 3 0

125

2.5. Data Validity (Trustworthiness)

and technology (Contextual Manipulative Media)
are mutually supportive. This role is crucial for
balancing curriculum demands with the relevance

of global issues. A visualization of
interrelationship is presented in Figure 1.

this

Diagram 1. TPACK Conceptual Framework as an Integrated Geometry and Numeracy Learning
Orchestrator for Climate Literacy.
Pedagogical Content Knowledge (PCK) The
Curriculum and Climate Issues Bridge: Effective
teachers demonstrate strong PCK skills in drawing
precise connections between core mathematical
concepts (such as area, volume, and scale) and
relevant climate literacy issues (e.g., carbon
footprint calculations, ice melt modeling, or flood
extent). TPACK enables teachers to prioritize the
most applicable mathematical concepts for
analyzing climate data, making mathematics a
functional tool for environmental understanding.
Technology Content Knowledge (TCK) Contextual

Media Design (Hyun, 2020) and Validation: The TCK
domain involves not only digital tools, but also
knowledge of how technology (such as spreadsheets
or simple modeling applications) can support
physical media. For example, teachers design
prototypes of manipulative media (such as scale
models of forests or water catchment systems) and
use technology to analyze data generated from the
physical manipulation of these media. TCK
influences teachers' ability to select manipulative
media that are contextually valid and appropriate to
real-world scenarios.

Table 1. The Role of TPACK Domains in the Process of Integrating Climate Literacy and Manipulative Media

126

TPACK Domain
PCK

Focus Role in Research
Relate Geometry/Numeracy
content to climate context.

TCK

Utilizing technology to support
physical media (Manipulative).

TPK

Strategies for using manipulative
media effectively in the
classroom.

PK

General teaching strategies and
discussions.

Qualitative Manifestation
Formulation of climate problems that require
Volume and Scale analysis (Example:
Calculating the volume of water needed to
irrigate land affected by drought).
Use of spreadsheets or simple GeoGebra
applications to process measurement data
obtained from manipulative models (forest
scale, water reservoir roof model).
The teacher's ability to manage the transition
from physical manipulation of media to
symbolic representation and vice versa; group
management when using media.
Facilitate in-depth discussions that connect the
results of numerical calculations back to the
implications for environmental ethics and
climate solutions.

3.2. Effectiveness of Media Implementation Through
Technological Pedagogical Knowledge (TPK)
The detailed classroom observation phase shows
how the teacher's TPK dimensions are
implemented to create a deep learning experience:
a. Orchestration of TPK and Facilitation of
Critical Discussion: TPK is evident in the way
the
teacher
manages
the
learning
environment, using manipulative media as a
catalyst for the transition of understanding
from concrete (physical models) to symbolic
abstraction (mathematical formulas). The
teacher strategically encourages students to
interact with the physical model (e.g.,
measuring dimensions and performing initial
calculations) and then guides the discussion
(Pedagogical Knowledge/PK) to connect the
results of the numerical calculations (e.g., how
much water is lost) back to environmental
implications (climate literacy).
b. Increased Engagement and Knowledge
Transfer: Student engagement is at a high level
because the climate context used is relevant to
their lives. Contextual manipulative media
changes the learning objectives of Geometry
and Numeracy, making them powerful tools
for solving environmental problems, rather
than just isolated academic tasks.
3.3. Impact on Strengthening Students' Geometric
Thinking and Numeracy Literacy

Analysis of student work (artifacts) and interviews
with key students underscore the positive impact
of using this media, supported by TPACK-based
teacher practices:
a. Strengthening Geometric Thinking (Relational
Understanding): Students demonstrated
significant improvements in their spatial
visualization and modeling skills. When faced
with geometric shape optimization problems
(e.g., designing an efficient roof for water
storage), students not only applied volume
formulas, but were also able to provide logical
geometric reasoning about the shape's
efficiency, demonstrating a shift from
instrumental understanding (simply knowing
the formula) to relational understanding (why
the formula works in this context).
b. Improved Numeracy Literacy (Contextual
Application):
Improved
numeracy
competency is seen in students' ability to
interpret quantitative data from real-world
climate scenarios (e.g., temperature rise or
pollutant concentration data). Students are
able to convert this data into relevant
numerical calculations, project their impacts,
and effectively communicate quantitative
findings, demonstrating higher numeracy
proficiency in an environmental context.

Figure 2. Improvement in Numeracy Literacy and Climate Literacy Competencies PostContextual Manipulative Media Intervention
Assyfa International of Multidisciplinary Education, 2 (2), H a l 2 6 - 3 0

127

Overall, these findings conclude that TPACK serves
as a critical orchestration framework in integrating
three elements: mathematical content, pedagogical
strategies, and climate literacy contexts. Teacher
expertise across TPACK domains ensures that
contextual manipulatives can effectively serve as a
dual tool: reinforcing core competencies of
Geometry and Numeracy while simultaneously
fostering students' climate awareness and literacy
(supporting SDG 4).
DISCUSSION
4.1. TPACK as a Key Orchestrator of Content
Integration and Challenge Mitigation
The main findings of this study emphasize the
central role of TPACK as an orchestration
framework that enables the integration of complex
content. TPACK, particularly the intersection of
PCK and TCK (Inpeng, 2020; Schmid, 2020; Zou,
2022)s, influences teachers' planning and decisionmaking in addressing the simultaneous demands of
the curriculum and global issues.
a. Translating Climate Context into PCK:
Teachers with strong TPACK (Al-Adwan,
2025; Luo, 2024; Rienties, 2022) are able to
translate multidisciplinary climate literacy
issues into structured Geometry and
Numeracy problems. This aligns with Koehler
and Mishra's (2020) view that PCK is the core
of effective teaching, which in this context is
expanded to include sustainability content.
Teachers do not simply add climate issues, but
rather use them to provide conceptual depth to
mathematical formulas.
b. Optimizing TCK and TPK in Manipulative
Media: The use of contextual manipulative
media shows that TCK plays a role in ensuring
the contextual validity and mathematical
accountability of physical media (model
prototypes) (Handayani, 2020; Wang, 2022).
TPK then ensures a smooth transition from the
physical interaction of the media to symbolic
representation, which is key to avoiding
purely instrumental understanding in students.
c. Mitigating Integration Complexity Challenges:
Qualitative studies revealed that teachers'
biggest challenges were time allocation and
the complexity of curriculum alignment.
TPACK serves as an efficiency-guiding tool
(Chiu, 2025); teachers can quickly identify the
most appropriate pedagogical technology or
media for specific climate content, thereby
128

reducing planning time and addressing the
challenges of dual content integration
(Geometry/Numeracy/Climate).
4.2. Dual Competency Strengthening Mechanism
and Triangular Relationships
The results of observations and analysis of student
artifacts indicate that contextual manipulative
media operated through effective TPACK practices
resulted in strengthening two core competencies,
as well as a synergistic relationship with climate
literacy:
a. Geometric (Relational) Thinking: Students'
physical engagement in modeling climate
problems (e.g., comparing the volumes of
different water containers) forces them to
engage in spatial reasoning and geometric
justification (Almheiri, 2020; Tang, 2021;
Zheng, 2022). The progression from
instrumental to relational understanding is
evidence that manipulative-based active
learning is highly effective in triggering higher
cognitive processes in geometry.
b. Numeracy
Literacy
(Functional)
and
Triangular Relationships (Megawati & Sutarto,
2021; O’Hara, 2022; Purnomo, 2023): The
integration of climate literacy positions
Numeracy as a functional skill. Students are
encouraged to interpret, calculate, and
communicate real-world data. A Triangular
Relationship was found: Manipulative Media
(A) facilitates Geometric Thinking (B), which
in turn strengthens students' Numeracy skills
(C) in the context of climate data. The climate
context provides real-world consequences for
numeracy calculations, increasing students'
motivation to be accurate in calculations and
analysis.
4.3. New Dimension: Formation of Critical
Attitudes and Climate Awareness
Qualitative findings also highlight dimensions
beyond purely mathematical competency. The use
of contextual media based on global issues,
orchestrated by a strong TPACK approach,
successfully fosters critical thinking and
environmental awareness in students:
a. Increased Critical Thinking and Self-Efficacy:
Students not only calculate but also take
ethical positions based on data analysis. They
begin to see mathematics as a tool for
advocacy and sustainable decision-making,

not just as a school subject. This demonstrates
the achievement of climate literacy goals at the
engagement level.
b. Climate Literacy as Positive Feedback: Climate
literacy
built
through
mathematical
calculations
(numeracy)
becomes
a
reinforcing
feedback (Marsuki,
2020;
Shevchenko, 2021) for the importance of their
geometric and numeracy accuracy, creating a
positive cycle in which mathematical
competence triggers social awareness, and
vice versa.
4.4. Implications for Achieving SDG 4 and Teacher
Professional Development
This research has important implications for
curriculum development and teacher training:
a. Contribution to SDG 4: This study provides
qualitative
empirical
evidence
that
mathematics education can be a powerful
vehicle for achieving SDG 4 (Quality
Education) (Colque-Quispe, 2025) and SDG 13
(Climate Action) simultaneously (Ghanem,
2020). Contextual manipulative media
integrated with climate literacy is a replicable
pedagogical model to ensure relevant and
future-oriented quality education.
b. Focus on TPACK Development: These findings
highlight that teacher training (CPD) programs
should explicitly include modules on how
TPACK can be used to integrate sustainability
issues. The focus should not be solely on new
digital tools, but on how teachers can connect
pedagogy and content to global contexts
through various types of technology (including
simple technology or physical media).
5. Research Novelties and Future Suggestions
This study successfully fills a research gap by
providing a detailed qualitative analysis of the
synergy between TPACK, manipulative media, and
climate literacy. Its novelty lies in mapping the
orchestration process undertaken by teachers and
its dual impact on Geometry/Numeracy and
Climate Literacy competencies.
For future research, it is recommended to: (1)
Conduct a qualitative comparative study between
teachers with high TPACK and low TPACK in the
same implementation; (2) Test the transfer of
student knowledge from the climate context taught
to other sustainability contexts (e.g., circular
economy); and (3) Develop a validated TPACK
instrument specifically to measure teachers' kno
Assyfa International of Multidisciplinary Education, 2 (2), H a l 2 6 - 3 0

CONCLUSION AND RECOMMENDATION
This qualitative research aims to explore in-depth
the role of teachers' TPACK (Comprehensive
Modeling and Application of Mathematics) in
planning and implementing lessons using
contextual manipulative media integrated with
climate literacy to strengthen students' geometric
thinking and numeracy literacy.
The study's key findings confirm that TPACK serves
as a crucial and effective orchestration framework
for achieving complex curricular integration.
1. TPACK as the Heart of Integration: Teacher
expertise across all TPACK domains (especially the
intersection of PCK and TPK) is a critical success
factor. TPACK guides teachers in precisely selecting
mathematical content relevant to climate literacy
scenarios (Inpeng, 2020), designing contextually
valid manipulative media, and managing the
learning transition from physical-manipulative
activities to symbolic mathematical representations
(Casal-Otero, 2023).
2. Enhancement of Dual Competencies: Effective
implementation of TPACK through contextual
manipulative media has been shown to
simultaneously strengthen two core competencies:
a. Geometric Thinking: Students demonstrate
improvements in relational understanding and
spatial reasoning abilities, going beyond simply
applying formulas.
b. Numeracy Literacy: Students demonstrated
improvements in functional application as they
were able to interpret quantitative data from
real-life climate issues and use it for decisionmaking.
3. Impact of Critical Thinking and SDG 4: This study
found that a climate literacy context supported by
mathematical analysis fostered environmental
awareness and students' ability to take critical and
ethical stances on sustainability issues (OkulichKazarin, 2024). Thus, this study provides qualitative
evidence on how mathematics education can
effectively contribute to the achievement of
Sustainable Development Goals (SDGs) 4 and 13
(Holst, 2024).
Overall, this study concludes that mastery of TPACK
is not merely a technical requirement but an
essential competency for teachers to design
relevant, meaningful, and future-oriented learning.
The results of this study recommend that teacher
professional development (CPD) programs focus
more on TPACK training in the context of
sustainability issues, so that teachers are prepared
to integrate global issues into Geometry and
Numeracy learning.

129

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