The influence of pedagogical skills, content, and technology on TPACK and HOTS in teacher professional education students

Abstract

The learning process in the 21st century is inseparable from pedagogic abilities, content, and technology, known as technological pedagogical content knowledge (TPACK). Research on TPACK is often carried out to discover TPACK knowledge in teachers and prospective teachers. There needs to be more TPACK research on teacher professional education (TPE) students and TPACK based on the skills possessed by teachers who take TPE. This study aims to determine the effect of pedagogic knowledge (PK), content knowledge (CK), and technological knowledge (TK) on TPACK and higher-order thinking skills (HOTS) on lesson plan. This quantitative research was conducted on TPE students at UIN Sunan Ampel Surabaya with 20 people from regions throughout Indonesia. Data were collected from student lesson plan, which were analyzed based on the TPACK and HOTS indicators developed by the researcher. The resulting scores were analyzed path analysis with smartPLS. The results showed that pedagogic knowledge (PK) influenced content-based technology (TCK), technological knowledge (TK) influenced pedagogic-based technology (TPK), and pedagogic-based technology (TPK) influenced technological pedagogical content knowledge (TPACK). Content, pedagogy, and technology do not affect HOTS.