Main Article Content
In the 4.0 industrial revolution era, teachers were demanded not only to provide learning in accordance with the curriculum but to improve literacy skills and students' high-level thinking abilities. Teachers are required to provide complete learning material so that students succeed and interpret the learning. In addition, teachers are required to be able to use information and communication technology so that they can promote the students to use community-oriented technology. This study aims to implement Knowledge Pedagogical Content Information Technology (TPACK) in elementary schools. The method used was quasi-experimental design with pretest-posttest nonequivalent control group design. The subjects in this study were 32 elementary school students who were divided into 2 classes. Subjects were divided into control and experimental classes, each of which contained 16 students. The research data were collected through tests consisting of pretest and posttest. The results of this study are in the form of the pretest and posttest result with a significance value of 0.001 which can be concluded that the TPACK model affects the quality of learning in elementary school.