Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (1), pp. 34-42, 2024
Received 15 Oct 2023 / Published 30 August 2024
https://doi.org/10.61650/dpjpm.v2i1.28

Application of the TPACK Framework in Digital
Assessment of Elementary School Students'
Mathematical Communication Skills Based on
Level of Self-Confidence
Adinda Syalsabilla Aidha Vedianty1*, Dwi Nurhayati2, Rani Darmayanti3, and
Andika Setyo Budi Lestari4
1. Universitas PGRI Wiranegara Pasuruan, Indonesia.
2. Universitas PGRI Wiranegara Pasuruan, Indonesia
3. Universitas Muhammadiyah Malang, Indonesia
4. Universitas PGRI Wiranegara Pasuruan, Indonesia
E-mail correspondence to: ranidarmayanti90@webmail.umm.ac.id

Suharsiwi et al., 2018). The progress in information and communication
technology has impacted many sectors (Kurwiyah et al., 2023), like trade
(F. Fauzi et al., 2022), health (Rokhmawati et al., 2022), games (Alfaeni
et al., 2022). Technological advancement in gaming is a specific
technological development (Setiyanti et al., 2022; Supriatna et al., 2023;
Wati et al., 2023). Games are a form of technology designed primarily
for entertainment, but with time, technology can also serve as an
educational tool to enhance children's skills and academic curriculum
(Purba et al., 2021; Salamah, 2018; Simorangkir et al., 2022).

Abstract
Integrating digital technology into elementary math education presents
both opportunities and challenges, particularly in assessing students'
mathematical communication skills. This study applies the Technological
Pedagogical Content Knowledge (TPACK) framework to develop digital
assessments for elementary students, focusing on varying self-confidence
levels. Utilizing platforms like online portfolios and interactive
simulations, the research evaluates students' abilities to communicate
mathematical ideas through writing, visuals, and expressions. A mixedmethods approach combined quantitative data from self-confidence
questionnaires and digital scores with qualitative data from digital
portfolios and interviews. Fifth-grade students from the Assyfa Learning
Center Pasuruan Foundation were grouped by self-confidence levels.
Findings indicate a positive correlation between self-confidence and
mathematical communication skills: students with high self-confidence
met all indicators, while those with moderate and low self-confidence
met fewer. Digital assessment tools enhanced evaluations and data
richness. This study underscores the importance of integrating
technology, pedagogy, and content knowledge in digital assessments and
recommends ongoing teacher training and child-friendly platforms to
boost equitable math assessment.

Mathematics in elementary schools is often encountered several
obstacles, including the lack of ability of students to communicate their
understanding to both the teacher and other students. And others
(Nurlaila et al., 2018; Sugianto et al., 2017). The purpose of learning
mathematics at school is for students to have the ability to
communicate ideas with symbols (Waite, 2019; Yamada, 2019),
tables(Kearns, 2021), diagrams (Fauza et al., 2022), or other media to
clarify situations or problems. This happens because one of the
elements of mathematics is logic which can develop students'
mathematical thinking skills (Araya, 2021). According to the National
Council of Mathematics Teachers (NTCM) (Rizki et al., 2022; Tripathy,
2015), the primary standard competencies in math skills are problemsolving skills (Anggraini et al., 2022; Hidayat et al., 2020), connection
skills (Usmiyatun et al., 2021), reasoning skills (Vidyastuti et al., 2022),
and representation (Ahmed et al., 2021; Darmayanti et al., 2022), and
communication skills (Collver, 2018; Muzumdar, 2017).

Keywords: TPACK; Digital Assessment; Mathematical Communication;
Self-Confidence; Online Portfolio.

INTRODUCTION
The communication science and technology field is experiencing
significant advancement in games that utilize technology to captivate
children's interest in learning (A. et al. et al., 2022; Nafisah et al., 2023;

© 2024 author (s)

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Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence

Mathematical communication ability is the ability to express
mathematical ideas to others both orally and in writing (Nava & Park,
2021; Rosenkoetter et al., 2015). Mathematical communication can be
interpreted in the form of conversational activities and reciprocal
relationships in the classroom environment where information is
conveyed (Beveridge et al., 2021), as well as the information sent
contains mathematical material that students learn, such as concepts,
formulas, and methods of solving cases through material exchange.
Oral or written statements (Zizka, 2021; Zulkarnain & Zubaedi, 2021).
Mathematical communication skills can provide rational reasons for
solving problems, changing the form of descriptions in mathematical
models (Villegas & Marin, 2022), and illustrating mathematical ideas or
ideas in the form of relevant reports (Hendriana & Kadarisma, 2019;
Pariyar, 2020). Mathematical communication ability is a potential that
students have to equip mathematical concepts orally and in writing
(Jonsson, 2021; Qodarsasi et al., 2021), and this ability can be improved
through the learning process at school (King, 2017), including in the
process of learning mathematics, because mathematics is a science of
reasoning that can describe students' thinking potential (Koch, 2021;
Partono et al., 2021; Ramadhani & Indrawati, 2020). One way to
improve mathematical communication skills is the need for personality
development by fostering self-confidence in these students. With
confidence, students can express ideas or ideas more boldly and
confidently with their own opinions (Beilstein et al., 2021; Erna et al.,
2021).

abilities in circle material in terms of gender differences, analysis of
students' mathematical communication abilities in class V.
communication skills in set materials and mathematical
communication skills of elementary school students in solving flat sided
space problems (Afifah et al., 2022; Aminah et al., 2018; Dewi et al.,
2021; Hikmawati et al., 2019; Zaditania & Ruli, 2022)
Based on the description above, it is not only mathematical
communication skills that are important to have in learning
mathematics. Confidence or self-confidence is also an essential ability
for students because students with high self-confidence will be the
basis for interacting with other students. Able to express opinions
without hesitation and respect the views of other students; conversely,
students with low self-confidence will find it challenging to
communicate and debate. Therefore this study aims to describe
students' mathematical communication abilities in solving HOTS
questions about self-confidence.
This research introduces a novel approach by applying the TPACK
framework to develop digital assessments specifically aimed at
enhancing mathematical communication skills. A key aspect of this
study is its exploration of the relationship between self-confidence and
these skills through a mixed-methods approach. The innovation
extends to recommending continuous teacher training to effectively
integrate TPACK and develop robust digital platforms. This approach
not only supports teachers in refining their educational methods but
also ensures they are equipped to leverage technology for improved
student outcomes. By doing so, the research provides a comprehensive
strategy that enhances both teaching and learning experiences in
mathematics education.

Confidence is everyone's belief in their abilities so that a person can
feel confident and trustworthy about what he does himself and will be
able to optimize his abilities (Maulidya & Nugraheni, 2021; Nurafni &
Pujiastuti, 2019). Confidence is also one of the things that must exist in
students because self-confidence plays a vital role in student
achievement in a lesson (Amalia & Imami, 2021; Kawano, 2019). Thus
self-confidence in students is essential because someone confident will
be sure of his ability to solve a problem (Purwanda et al., 2020;
Silitonga et al., 2019). Therefore, with self-confidence in students,
students' mathematical communication skills can slowly develop
(Wardhana & Lutfianto, 2018; Winarjo & Sulistyowati, 2022).

A distinctive feature of this research is the seamless integration of
TPACK, digital assessment, and the analysis of self-confidence into a
unified research design. Unlike previous studies that primarily
concentrated on developing digital media or exploring the link
between self-confidence and academic achievement, this research
delves into how TPACK-based digital assessments can elevate the
quality of educational assessment. It emphasizes the fusion of content
knowledge, pedagogy, and technology, referencing NCTM standards
for indicators of mathematical communication skills and Bandura's
Self-Efficacy theory to explain the impact of self-confidence on
academic performance. By incorporating elements such as digital
portfolios and interactive simulations, the research underscores the
importance of digital assessment innovation and technological
integration in enhancing mathematics education.

Based on field conditions taken from several previous studies, it was
found that students' mathematical communication abilities still
needed to be improved. Most of the difficulties students experience
are in understanding and modeling a mathematical language problem
and using appropriate formulas and symbols to solve the problem (K et
al., 2021; Wijayanto et al., 2018). In addition, students' mathematical
ideas have not been appropriately conveyed when facing
mathematical problems, especially in questions related to images and
using symbols or mathematical models. (Hikmawati et al., 2019).
Research (Marniati et al., 2021) mentions that students still hesitate to
express opinions or mathematical ideas in the learning process. When
given word problems, students had difficulty solving questions in the
language of mathematics or their language, and students also
experienced difficulty in using appropriate mathematical symbols.
Therefore, it is necessary to increase mathematical abilities, and one
type of ability that students must improve is mathematical
communication skills because apart from being trained to think
mathematically, students must also be able to communicate.

RESEARCH METHOD
This study is designed to examine the application of the TPACK framework
in digital assessment of elementary students' mathematical
communication skills based on self-confidence levels. The method used is
mixed-methods, integrating quantitative and qualitative data to gain a
comprehensive understanding of the relationship between selfconfidence and students' mathematical communication skills. The study
also emphasizes the use of innovative digital media, such as online
portfolios and interactive simulations, aligning with the goals of SDG 4
(Quality Education) and SDG 9 (Innovation and Infrastructure).
2.1 Research Design

Previously, research had been carried out on students' mathematical
communication skills in solving problems in the set material about selfconfidence. However, they must focus on solving challenging material
problems regarding students' self-confidence. This study included
students' mathematical communication skills in solving geometric cube
and block problems, mathematical communication skills in terms of
self-confidence, analysis of students' mathematical communication

The research design is mixed-methods with a convergent approach,
where quantitative and qualitative data are collected in parallel and
analyzed in an integrated manner. This approach is chosen to capture the
dynamic relationship between self-confidence and mathematical
communication skills more deeply, as well as to validate findings through
data triangulation.

35

Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence
Table 1. Mixed-Methods Research Design
Data Source
Instrument

Data Type
Quantitative

Qualitative

Self-confidence
questionnaire

20-item Likert scale

Digital assessment
scores
Students'
digital
portfolios
Structured
interviews

Portfolio/simulation
scores
Artifact analysis
Interview guide

Explanation: This table summarizes the integration of quantitative and
qualitative data used to address research objectives and support the
validity of results.

3.

4.

2.2 Research Subjects and Location
The research subjects are fifth-grade students at the Assyfa Learning
Center Pasuruan Foundation, grouped based on self-confidence levels
(high, medium, low) using questionnaire results. Subject selection is
done purposively to ensure representation of each self-confidence
category, with two students per category, totaling six students.

2
2
2

> 62.19
44.61 – 62.19
< 44.61

Conveying mathematical ideas
narratively
Drawing/diagramming to
explain solutions
Using symbols/formal
mathematics in answers

Explanation: These indicators are adapted from NCTM and used in
TPACK-based digital assessments.
2.4 Data Collection Procedure
Data collection is conducted in several stages:
1.

2.3 Research Instruments
2.

The instruments used include:

2.

Digital Portfolio: A collection of students' digital artifacts
(answers, drawings, explanation videos) uploaded to an online
platform.
Structured Interviews: Interview guide to explore students'
understanding and experiences after completing digital
assessments.

Written
Explanation
Visual
Representation
Mathematical
Expression

Explanation: This categorization refers to Rizki et al. (2022) and is used
for analyzing the relationship between self-confidence and
mathematical communication skills.

1.

Descriptive
statistics,
correlation
Descriptive
statistics
Content analysis,
coding
Thematic,
narrative

Table 3. Mathematical Communication Skills Indicators
Indicator
Assessment Description

Table 2. Research Subject Categorization
Self-Confidence
Number of
Questionnaire
Category
Students
Score Criteria
High
Medium
Low

Analysis

Mathematical Communication Skills Test: Three HOTS
descriptive questions on plane geometry, referring to NCTM and
Ontario Ministry of Education indicators, namely: (1) written
explanation,
(2)
visual/pictorial
representation,
(3)
mathematical/symbolic expression.
Self-Confidence Questionnaire: 20-item Likert scale, measuring
students' self-confidence dimensions in solving math problems.

3.
4.

Online distribution of the Self-Confidence Questionnaire to group
students.
Implementation of Digital Tests: Students complete HOTS
questions through digital portfolio platforms and interactive
simulations.
Collection of Digital Artifacts: All student work (answers,
drawings, videos) is collected in digital portfolios.
Structured Interviews: Conducted with selected students from
each self-confidence category to delve into their thinking
processes and experiences.

Figure 1. Data Collection Procedure Flowchart

36

Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence

Explanation: This flowchart illustrates the data collection process from
questionnaires to interviews, ensuring data integration of quantitative
and qualitative aspects.

representations, and mathematical expressions—compared to their
peers with medium or low self-confidence. These students
demonstrated a robust understanding of mathematical concepts and
were able to articulate their thoughts effectively through digital
platforms.

2.5 Data Analysis Techniques
Data analysis is conducted in three main stages:
1.

2.
3.

On the qualitative side, digital portfolio analysis and interviews
provided deeper insights into students' cognitive processes. High selfconfidence students exhibited a more organized and detailed approach
in their digital artifacts, highlighting their ability to integrate knowledge
and communicate effectively. In contrast, students with medium selfconfidence showed potential but often hesitated in their explanations,
suggesting a need for supportive interventions to build confidence.
Meanwhile, those with low self-confidence struggled to fully engage
with the tasks, often requiring additional encouragement and guidance
to express their ideas.

Data Reduction: Questionnaire and test results are categorized
according to scores and mathematical communication skills
indicators.
Data Presentation: Reduced data is presented in narrative, table,
and visualization forms.
Conclusion Drawing: The analysis of the relationship between
self-confidence and mathematical communication skills is
conducted integratively.
Table 4. Data Analysis Stages
Analysis
Stage
Data
Reduction
Data
Presentation
Conclusion
Drawing

Activity Description
Categorization
of
questionnaire & test
scores
Narrative, table, and
result visualization
Synthesis
of
quantitative
&
qualitative data

Overall, the combination of quantitative and qualitative data
underscores the pivotal role of self-confidence in enhancing students'
mathematical communication skills. This finding aligns with the
broader educational goal of fostering an environment where students
can confidently engage with and express complex ideas, ultimately
contributing to their overall academic success.

Visualization (Script)
Bar chart
distribution

of

score

Heatmap/Scatter plot
Relationship/correlation
diagram

3.2. Quantitative Results: The Relationship Between Self-Confidence
and Mathematical Communication Skills
The analysis of scores revealed a clear pattern concerning the
relationship
between
self-confidence
and
mathematical
communication skills. Students who exhibited high levels of selfconfidence consistently achieved top scores across all three key
indicators of mathematical communication: written explanation, visual
representation, and mathematical expression. This suggests that a
strong sense of self-confidence can significantly enhance a student’s
ability to articulate and represent mathematical ideas effectively.
Furthermore, these students demonstrated a comprehensive
understanding of mathematical concepts, which allowed them to excel
in various forms of communication.

2.6 Validity, Reliability, and Research Ethics
The validity of the instruments is ensured through adaptation of
indicators from NCTM and expert validation. The reliability of the
questionnaire is tested with internal consistency testing. Ethical
aspects are maintained with informed consent from parents/guardians
of the students, as well as confidentiality of participant data.
2.7 Linkage to SDGs and Research Impact
This research contributes to SDG 4 by improving the quality of
mathematics assessment through digital innovation, and SDG 9 by
promoting the use of technology in education. Additionally, it supports
SDG 5 and SDG 17 through inclusive and collaborative practices, as well
as the development of gender-friendly learning media and fostering
partnerships among schools, teachers, and parents.

In contrast, students with medium self-confidence levels managed to
meet only two of the three indicators effectively. While they showed
proficiency in certain areas, such as written explanation and visual
representation, they often struggled with mathematical expression.
This indicates that while moderate self-confidence can support some
aspects of mathematical communication, it may not suffice to achieve
excellence across all areas. It points towards the need for targeted
interventions to bolster their confidence and improve their overall
communication skills.

RESULTS AND DISCUSSION
Results
3.1. Description of Quantitative and Qualitative Data
This study involved six fifth-grade students from Assyfa Learning Center
Pasuruan Foundation, grouped based on their level of self-confidence
(high, medium, low) using a 20-item self-confidence questionnaire.
Each category was represented by two students. Quantitative data
were obtained from self-confidence questionnaire scores and digital
assessment results (online portfolios and interactive simulations),
while qualitative data were derived from digital portfolio artifact
analysis and structured interviews. The quantitative data analysis
revealed a clear pattern: students with high self-confidence
consistently achieved higher scores across all mathematical
communication
indicators—written
explanations,
visual

Students with low self-confidence generally met only one of the three
indicators, often limited to basic written explanations. This group faced
significant challenges in translating their understanding into visual and
expressive mathematical forms, which hindered their overall
performance. Descriptive statistical analysis further supported these
findings, highlighting a positive correlation between self-confidence
levels and scores on digital assessments. These results underscore the
importance of fostering self-confidence in educational settings to
enhance students' mathematical communication abilities and overall
academic success.

Table 5. Average Scores of Mathematical Communication Skills Based on Self-Confidence Levels
Self-Confidence
Written
Visual
Mathematical
Number of
Category
Explanation
Representation
Expression
Indicators Met
High
2/2
2/2
2/2
3
Medium

1/2

2/2

1/2

2

Low

1/2

1/2

0/2

1

37

Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence

Figure 2. Reationship Between self-confidence and mathematical communication indicators

3.3. Qualitative Results: Digital Artifact Analysis and Interviews

Moreover, the integration of digital media in assessments significantly
boosted student motivation and engagement. This was especially
evident among students who exhibited medium to high levels of selfconfidence. These students appeared more enthusiastic and
participatory, likely due to the interactive and dynamic nature of the
digital tools employed. The use of technology in assessments created
an environment that encouraged active learning and self-assessment.

Digital portfolio analysis highlighted distinct differences in students'
abilities based on their self-confidence levels. Students with high selfconfidence were capable of composing systematic written
explanations, crafting accurate diagrams, and using mathematical
symbols correctly, showcasing a robust understanding of the content.
In contrast, those with medium self-confidence exhibited some
hesitation, often struggling with written explanations and occasionally
making errors in symbol usage, despite being able to produce good
visual representations. Students with low self-confidence primarily
recorded known information without developing comprehensive
solutions or visual aids.

Overall, the TPACK-based digital assessment method demonstrated
substantial potential in improving educational outcomes. It provided a
comprehensive framework that not only assessed student capabilities
effectively but also promoted a deeper understanding of mathematical
concepts. By fostering an interactive and reflective learning
environment, this approach could serve as a model for future
educational assessments aiming to harness the benefits of digital
technology.

Interviews reinforced these observations, revealing that students with
high self-confidence felt more comfortable using digital media and
were more confident in expressing mathematical ideas, both orally and
in writing. They were more engaged and proactive in their learning.
Conversely, students with low self-confidence tended to be passive and
less assured, often requiring additional motivation and support from
teachers to actively participate and express their thoughts. These
findings suggest that fostering self-confidence is essential for
improving educational outcomes in digital learning environments,
emphasizing the importance of encouragement and support from
educators to help bridge the confidence gap.

Table 5. Effectiveness of TPACK-based Digital Asessment
Key Findings
Details
Effectiveness
Highlighted students' strengths and weaknesses
in mathematical communication skills.
Feedback
Enabled real-time feedback and reflection on
reasoning and understanding.
Motivation and
Boosted particularly among students with
Engagement
medium to high self-confidence.
Educational
Promoted deeper understanding and provided a
Outcome
comprehensive assessment framework.

4. Effectiveness of TPACK-Based Digital Assessment

5. Challenges and Implications

The implementation of TPACK-based digital assessment through online
portfolios and interactive simulations proved effective in identifying
the strengths and weaknesses of students' mathematical
communication skills. Teachers could provide real-time feedback, and
students could reflect on their thought processes through digital
artifacts. The use of digital media also increased student motivation
and engagement, particularly in groups with medium and high selfconfidence.

Identified challenges include limited access to technology at home,
variations in students' digital literacy, and teachers' readiness to
optimally integrate TPACK. However, with continuous training and the
selection of child-friendly platforms, these challenges can be
minimized. This study impacts the achievement of SDG 4 (Quality
Education) and SDG 9 (Innovation and Infrastructure) by promoting
technology-based assessment and learning innovations in
mathematics. Additionally, the inclusive and collaborative practices
applied support SDG 5 (Gender Equality) and SDG 17 (Partnerships).

The study explored the effectiveness of TPACK-based digital
assessment, focusing on online portfolios and interactive simulations.
This approach successfully highlighted students' strengths and
weaknesses in mathematical communication skills. By leveraging
digital platforms, teachers were able to offer immediate feedback,
which facilitated students' ability to reflect on their reasoning and
understanding through digital artifacts. This real-time interaction not
only enhanced the learning experience but also allowed for more
personalized guidance.

Discussion
The study underscores that self-confidence is pivotal in elementary
students’ mathematical communication success. Students with high
self-confidence meet all mathematical communication indicators and
are more active and reflective in digital learning environments. This
aligns with findings by Rudianto et al. (2022) and Rizki et al. (2022),
which highlight confidence as a significant contributor to students’
communication skills and mathematics achievement. Confident
38

Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence

students participate actively, ask questions, and explore problemsolving strategies, leading to enhanced learning outcomes. This
confidence not only boosts academic performance but also positively
influences students' attitudes towards learning, equipping them to
tackle challenges effectively. Thus, self-confidence sets a solid
foundation for lifelong learning.

access to equitable and inclusive learning opportunities, ultimately
contributing to the achievement of the SDGs.
Overall, the research affirms that self-confidence is key to success in
mathematical communication among elementary students. By
integrating the TPACK framework into digital assessments, educators
can design more authentic and interactive assessments that cater to
students’ individual needs. This approach not only enhances
communication skills but also contributes to improved learning
outcomes and fosters a deeper understanding of mathematical
concepts. As education continues to evolve, embracing technology and
self-confidence as integral components of the learning process will be
crucial for preparing students for future challenges. This study provides
a roadmap for educators and policymakers to harness the power of
technology and self-confidence in shaping the future of education.

The integration of the TPACK (Technological Pedagogical Content
Knowledge) framework in digital assessments marks a notable shift in
educational strategies. TPACK helps teachers design assessments that
are authentic, interactive, and adaptive, fostering a deeper
understanding of students’ learning processes. Portfolio-based digital
assessments and interactive simulations effectively evaluate students'
thinking processes rather than just their final answers. This approach
enables more personalized feedback, helping students identify their
strengths and areas for improvement. Empirical studies have shown
these assessments to promote critical thinking and creativity, as they
shift the focus from rote memorization to a more holistic
understanding of mathematical concepts, contributing to a more
engaging learning experience.

CONCLUSION
The study underscores the pivotal role self-confidence plays in the
development of elementary students' mathematical communication
skills within the TPACK framework during digital assessments. By
examining the relationship between self-confidence and students'
proficiency in articulating mathematical concepts through digital
means, the research reveals several key insights:

This study distinguishes itself by explicitly linking the TPACK framework
to digital assessment design and the relationship between selfconfidence and mathematical communication skills. While previous
research mainly focused on digital media development or the
correlation between self-confidence and academic achievement, this
study offers a comprehensive analysis of how digital tools can enhance
communication skills through tailored assessments. Findings indicate
that incorporating self-confidence as a variable in assessment design
can lead to more effective teaching strategies and improved student
outcomes. This approach enriches existing research and offers practical
guidelines for educators aiming to leverage technology to enhance
educational practices.

1.

2.

3.

4.

The study’s practical implications stress the importance of continuous
teacher training in TPACK adoption, development of child-friendly
digital platforms, and collaboration among schools, teachers, and
parents to support equitable and inclusive mathematics assessments.
These initiatives are crucial for preparing students for the demands of
the 21st century and aligning educational practices with the
Sustainable Development Goals (SDGs). By fostering environments that
build student self-confidence, educators can cultivate a generation of
learners equipped with skills necessary to thrive in a rapidly changing
world. Furthermore, the study lays the foundation for developing
educational policies that prioritize digital assessment innovation and
recognize self-confidence as integral to educational success.

5.
6.

The study highlights the significant influence of self-confidence
on the mathematical communication skills of elementary
students within the TPACK framework during digital assessments.
A positive correlation is evident between self-confidence and
students' proficiency in articulating mathematical concepts
digitally.
Students with high self-confidence consistently met all
communication indicators, demonstrating strong understanding
and expression.
Those with moderate to low self-confidence require personalized
support to improve their skills.
TPACK-based digital assessments enhanced both the evaluation
process and data quality.
The findings underscore the importance of fostering selfconfidence and utilizing digital tools to advance math education.

To improve educational outcomes, it is crucial for teachers to receive
continuous training in the TPACK framework, enabling them to
integrate technology effectively in their teaching practices. Schools
should develop child-friendly digital platforms that engage students
and support differentiated learning. Additionally, implementing
targeted interventions for students with moderate and low selfconfidence, such as personalized feedback and strategies to boost selfefficacy, is essential. Collaborative efforts among educators, parents,
and the community should be encouraged to support student
confidence and digital engagement. Lastly, educational policymakers
need to prioritize technology integration in assessments and recognize
the significance of self-confidence in student success, aligning policies
with the Sustainable Development Goals for quality education and
innovation.

Incorporating TPACK into digital assessments not only enhances the
assessment process but also contributes to developing critical thinking
and creativity in students. This innovative approach shifts the focus
from traditional memorization techniques to a deeper understanding
of mathematical concepts. By engaging students in interactive
simulations and portfolio-based assessments, teachers can provide
feedback that is both personal and meaningful. This method allows
students to reflect on their learning journey, fostering a more engaging
and comprehensive educational experience. As a result, students
become more adept at problem-solving and critical analysis, skills that
are essential in today's fast-paced world.

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Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of SelfConfidence

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