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

Tatat Hartati, Dwi Heryanto, Nuri Annisa, Risma Nuriyanti, Alpin Herman Saputra, Rahmat Sutedi


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 Technology Pedagogical Content Knowledge (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.


technology pedagogical content knowledge; literacy; high order thinking skill; learning quality; students of the Injob Teacher Professional Educational Program

Full Text:



Hartati, T. (2016). Multimedia dalam Pengembangan Literasi di Sekolah Terpencil. Sekolah Dasar.25 (1), hlm. 47-54.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, Vol. 9 No. 1, Page 60-70.

Koehler, M. J., Mishra, P., Ackaoglu, M.,& Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators. Commonwealth Educational Media Centre for Asia.

Lewis, A. dan Smith, D. (1993). Defining high order thinking, theory into practice. Collage of Education: the Ohio State University, 32(3), 131-137.

Muhali, M. (2018, September). Arah Pengembangan Pendidikan Masa Kini Menurut Perspektif Revolusi Industri 4.0. In Prosiding Seminar Nasional Lembaga Penelitian dan Pendidikan (LPP) Mandala.

PISA. 2015. Programme for Internasional Student Assessmet

Seknun, M. Y. (2014). Telaah kritis terhadap perencanaan dalam proses pembelajaran. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 17(1), 80-91.

Yuriza, E. P, dkk. (2018). Hubungan Antara Kemampuan Berpikir Tingkat Tinggi dan Tingkat Kecerdasan dengan Kemampuan Literasi Sains Pada Siswa SMP. Jurnak Pendidikan Biologi. 11(1), hlm. 13-20

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21 st Century Education: A Systemic View of Change. Journal of Educational Technology and Society. 19(3), 27-37

Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British journal of educational technology, 39(1), 84-96.

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

Christopher, M. M., Thomas, J. A., & Tallent‐Runnels, M. K. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.

Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical education, 39(7), 732-741.


  • There are currently no refbacks.