Systematic Literature Review: TPACK-Integrated Design Thinking in Education

Abdul Rahman,; Tomi Apra Santosa,; Aulia Sofianora,; Flavia Oktavianti,; Rodhiatul Alawiyah,; Ringgo Putra,; Ilwandri Ilwandri,

doi:10.55606/ijel.v2i1.57

Cited by 3 publications

(4 citation statements)

References 72 publications

(81 reference statements)

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“…This study is a type of meta-analysis research. Meta-analysis is research that analyzes previous studies that can be analyzed with statistics (Suharyat et al, 2022;Supriyadi et al, 2023;Kazu & Yalcin, 2022;Donolato et al, 2022;Rahman et al, 2023;Santosa et al, 2021). This meta-analysis study aims to determine the effect of STEM-based differentiated learning on critical thinking skills.…”

Section: Methodsmentioning

confidence: 99%

Effect of STEM-Based Differentiated Learning to Improve Students' Critical Thinking Skills: A Meta-Analysis Study

Haetami

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the effect of differentiated learning to improve students' critical thinking skills. The type of research is meta-analysis. The samples of this study came from 13 national and international journals. The process of searching for research samples through Google Scholar, ScienceDirect, Eric, Springer, Plos ONE, MPDI, and ProQuest databases. The inclusion criteria were Research must be national and international journals indexed by SINTA, WOS, and Scopus; Research must be experimental or quasi-experimental; Research from national and international journals published in 2019-2023; 4) Research has a relationship with research variables; 5) Research data must have t, f, and standard deviation values. The data selection process is the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. Data analysis is statistical analysis with the help of JSAP. The results concluded that the average effect size value of the whole study was 0.892 with high criteria. This finding shows that STEM-based differentiated learning has a significant effect on students' critical thinking skills.

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Section: Methodsmentioning

confidence: 99%

Effect of STEM-Based Differentiated Learning to Improve Students' Critical Thinking Skills: A Meta-Analysis Study

Haetami

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…This research is a type of meta-analysis research. Meta-analysis is a research method that analyzes previous research that can be analyzed statistically quantitatively (Zulyusri et al, 2023;Chamdani et al, 2022;Rahman et al, 2023;Supriyadi et al, 2023;Diah et al, 2022). Meta-analysis research is used to determine the effectiveness of STEAM-based hybrid based learning model on students' critical thinking skills.…”

Section: Design Researchmentioning

confidence: 99%

“…Critical thinking skills encourage students to think deeply and carefully in solving a problem (Ariani, 2020;Supratman et al, 2021;Wan et al, 2018). Furthermore, critical thinking skills train students to be more active and easy to explore the subject matter (Fikriyatii et al, 2022;Aloisi & Callaghan, 2018;Jeanne & Green, 2011;Rahman et al, 2023). Students who have critical thinking skills find it easier to analyze and solve a phenomenon in life (Herzon et al, 2018;Temel, 2022).…”

Section: Introductionmentioning

confidence: 99%

Effect of STEAM-Based Hybrid Based Learning Model on Students' Critical Thinking Skills

Utomo,

Suryono,

Jimmi

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The purpose of the study was to determine the effect of STEAM-based hybrid based learning model on students' critical thinking skills. This research is a type of meta-analysis research. The research data came from 15 national and international journals. The process of searching for data sources through the google scholar database, Science Direct, Eric, Plos ONE and Wiley. The data selection method is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The inclusion criteria for this meta-analysis research are that the research must be published in the last 5 years 2018-2023, the research must use experimental or quasi-experimental methods, the research must have an experimental class that applies a hybrid-based learning model and a control class, the research comes from journals indexed by SINTA and Scopus, and the research has complete data to calculate the effect size. The data analysis technique is quantitative analysis by calculating the effect size value, research heterogeneity and publication bias with the help of the Comprehensive Meta-analysis (CMA) version.3 application. The results of the study concluded that the summary effect size or average effect size (p < 0.01; ES = 1.052) criteria were strong. This finding explains that the hybrid-based learning model has a significant effect on students' critical thinking skills. This STEAM-based hybrid-based learning model has a higher effect on students' critical thinking skills than the conventional model. Model has a high influence on students' critical thinking skills than conventional models

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“…A substantial body of research indicates that the purposeful integration of TPACK within learning design frameworks demonstrates a statistically significant positive correlation with student achievement. Empirical studies further suggest that implementing TPACK principles in instructional design has a demonstrably positive impact on learning outcomes, fostering the development of essential cognitive skills in learners, such as critical thinking, problem-solving, and creative thinking (Handan and Ertuğrul, 2019;Rahman et al, 2023;Septiandari, 2020;Sulistyarini et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Examining science teachers' TPACK impact on students' post-pandemic thinking skills

Cojorn,

Sonsupap

2024

Int. j. adv. appl. sci.

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The ability of science teachers to effectively integrate technology, teaching methods, and subject content knowledge, known as Technological Pedagogical Content Knowledge (TPACK), is vital in designing educational activities that enhance students' academic performance and their ability to think critically and creatively. This study investigates the level of TPACK proficiency among science teachers and its influence on students' advanced thinking skills. The research involved 124 science teachers from 76 schools in the northeastern region of Thailand. It assessed students' abilities in critical thinking, systems thinking, problem-solving, and creative thinking. The results show that nearly half of the science teachers (46.77%) have a moderate level of TPACK proficiency, categorized as the Exploring level. Additionally, the study found significant differences in students' thinking abilities based on the varying levels of TPACK expertise of their teachers. Therefore, there is an urgent need to develop and implement effective strategies for enhancing teachers' TPACK skills, with the goal of improving students' complex thinking skills.

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Systematic Literature Review: TPACK-Integrated Design Thinking in Education

Cited by 3 publications

References 72 publications

Effect of STEM-Based Differentiated Learning to Improve Students' Critical Thinking Skills: A Meta-Analysis Study

Effect of STEM-Based Differentiated Learning to Improve Students' Critical Thinking Skills: A Meta-Analysis Study

Effect of STEAM-Based Hybrid Based Learning Model on Students' Critical Thinking Skills

Examining science teachers' TPACK impact on students' post-pandemic thinking skills

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