Enhancing Higher-Order Thinking Skills on Mathematics Students by TPACK Concepts in Digital Era

Abstract

Learning success in the era of technology and the industrial revolution 4.0 (R.I. 4.0) necessitates higher-order thinking skills and TPACK among students. However, in students learning activities, when they are required to think critically and creatively but still find it difficult to apply high levels of technology. As a result, if students' TPACK skills are lacking, they will not be able to acquire higher-order thinking skills. It is one of the situations that lead to failure in learning mathematics these days. This study aimed to investigate the relationship between TPACK and higher-order thinking skills and include it into a structural model of TPACK and higher-order thinking skills students in online mathematics learning. It is the cross-sectional quantitative research that employed the structural equation model analysis. The number of samples used in this study was the amount of 279 students in Universitas Muhammadiyah Purwokerto and Universitas Riau. The finding of this study was yielded confirmatory factor analysis models for higher-order thinking skills and TPACK with three factors and seven factors. While the structural model shows that the relationship between higher-order thinking skills and TPACK is in a high score (b = 0.912). Therefore, the findings of this study lead to alternative ways of thinking about mathematics that will maximize TPACK and higher-order thinking skills, hence improving the quality of mathematics learning at the high education level.