High Order Thinking Skill and Literacy Base Technological Pedagogical Content Knowledge (TPACK) in Order to Improve Students Learning Quality of in Job Primary School Teacher’s Proffesional Educational Program

Abstract

<p>Quality of learning by teachers nowadays, have not became a serious focus of interest. As the result, the quality of the graduate student is at low rate. The purpose of this research is to develop and apply <em>Technology Pedagogical Content Knowledge </em>(TPACK) for the Injob Primary School Professional Educational Teacher Program (PPG dalam jabatan). The methods applied on the study were combination of qualitative and quantitative and R&D by 4D outline modification, they are; define, design, develop, and disseminate. The subjects of the study are 42 students of The Student of the Injob Teacher of Professional Educational Program which divided into two class of control and experiments each within 21 students. The result of the study is a TPACK model base on literacy and high order thinking skill with significance of the pretest and posttest achievement at 0.001, which indicates that literacy base TPACK model and high order thinking skill effects to the quality of the Injob Teacher Professional Educational Program learning as the student experience Literacy base TPACK model and high order thinking skill learning.</p>

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

“…This finding is supported by several research results including that the inquiry-based teaching materials, creative techniques, integrated science and social meet the validity requirements (Аbdigapbarova et al,2022;Cahyati & Yohandri, 2020;Habibi et al, 2018;Hartati et al, 2019;Wahyu, 2016).…”

“…Istiningsih (2020) stated that by training TPACK to teachers, it will have a positive impact on teachers, namely teachers are able to solve problems that arise during online learning activities, provide authentic assessments in learning, improve teacher skills can using technology in the 21st century, where the use of TPACK has nothing to do with gender differences (Cahyani et al, 2021;Istiningsih, 2022;Septiyanti, et al, 2020;Tashbolatovna et al, 2022). This finding is also supported by several research results, namely science teachers have a skill level in applying TPACK in teaching science, improving the quality of teaching in the classroom, increasing HOTs, increasing scientific literacy students, creating an effective, fun, interesting and creative learning environment (Dais et al, 2020;Dinara et al, 2022;Ella, 2019;Hartati et al, 2019;Joseline et al, 2021;Leni et al, 2021;Sarjoni et al, 2019).…”