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All Journal Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Kuntoro Adi Juwanda
Sekolah Indonesia Kuala Lumpur, Malaysia
Education

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Comparing TPACK-Based E-LKPD and Conventional Instruction in Science: Impacts on Digital Literacy and Higher-Order Thinking Skills Novi Ratna Dewi; Putri Ulyatun Niswah; Sukimin Sukimin; Kuntoro Adi Juwanda
Journal of Innovation in Educational and Cultural Research Vol 7, No 3 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i3.3110

Abstract

This study examines the effectiveness of a TPACK-based Electronic Student Worksheet (E-LKPD) on the digital literacy and higher-order thinking skills (HOTS) of eighth-grade students in science learning. A quasi-experimental non-equivalent control group design was employed, involving an experimental class (n=27) that used the TPACK-based E-LKPD and a control class (n=27) that received conventional instruction using printed LKPD. Data were collected through validated digital literacy questionnaires, HOTS assessments, and student perception questionnaires. Mann-Whitney U tests indicated statistically significant differences in both digital literacy (p=0.014) and HOTS (p=0.004), favoring the experimental group, with moderate effect sizes (0.4390). Spearman's correlation showed a strong positive relationship between digital literacy and HOTS (? = 0.686; p 0.001; 95% CI [0.519; 0.801]). Partial Least Squares Structural Equation Modeling (PLS-SEM) indicated that students' positive perceptions of the TPACK E-LKPD predicted their digital literacy (?=0.635;p=0.004), which in turn was associated with higher HOTS scores (?=0.218; p=0.0216). These findings show that TPACK-based E-LKPD is effective not only in improving two key 21st-century skills simultaneously, but also in revealing a mechanism in which positive student perceptions support digital literacy development and, in turn, higher-order thinking. The study provides empirical evidence for using TPACK as a design framework for digital science worksheets to support digital literacy and higher-order thinking in secondary science education.
Analysis of Pre-Service Science Teachers’ Ability to Integrate Technological Pedagogical Content Knowledge in Teaching Modules Anggi Paramitha Sulfanjanti; Novi Ratna Dewi; Kuntoro Adi Juwanda
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.373

Abstract

The integration of technology in science learning requires teachers to possess strong technological pedagogical content knowledge (TPACK). This study aimed to analyze pre-service science teachers’ ability to integrate TPACK into teaching modules and to examine differences in TPACK integration between students from two teacher education institutions. A quantitative descriptive-comparative design was employed. The research sample consisted of 38 pre-service science teachers enrolled in the Professional Teacher Education Program (PPG), including 19 students from Semarang State University (UNNES) and 19 students from Universitas Tidar (UNTIDAR). Data were collected through documentation of teaching modules and assessed using a TPACK-based rubric covering seven components: TK, CK, PK, TCK, TPK, PCK, and TPACK. Data analysis involved descriptive statistics (mean and standard deviation) and inferential analysis using the Mann–Whitney test. The results showed that pre-service science teachers demonstrated good overall TPACK integration, with higher achievement in pedagogical and content-related components compared to technology-integrated components. Inferential analysis indicated no statistically significant difference in overall TPACK integration between PPG Science students from UNNES and UNTIDAR, despite slight descriptive variations across components. These findings suggest that strong pedagogical and content knowledge does not automatically ensure optimal technology integration. Therefore, systematic support and practice-oriented training are needed within teacher education programs to strengthen integrated TPACK development through authentic instructional products such as teaching modules
Co-Authors Anggi Paramitha Sulfanjanti Dewi, Novi Ratna Putri Ulyatun Niswah Sukimin Sukimin