Teacher Needs Analysis in Model Development TPACK-Based Problem Learning to Improve Critical Thinking Skills
DOI:
https://doi.org/10.46328/ijres.5469Keywords:
Problem based learning, TPACK, Critical thinking skills, Elementary schoolAbstract
This study aims to analyze the needs of elementary school teachers in developing a Problem Based Learning (PBL) model based on Technological Pedagogical Content Knowledge (TPACK) to improve students' critical thinking skills. The background of this study is based on the importance of mastering critical thinking skills as one of the 21st-century competencies, as well as the low integration of technology in problem-based learning in elementary schools. The study used a quantitative descriptive approach involving 100 elementary school teachers selected by purposive sampling. Data were collected through questionnaires and interviews, focusing on five main indicators: teachers' initial knowledge of TPACK-based PBL, availability of supporting facilities, teacher participation in related training, integration of TPACK in learning, and implementation of PBL. The results showed that only 36% of teachers were aware of TPACK-based PBL, 40% had adequate school facilities, 40% had attended training, 36% had integrated TPACK in learning, and 50% had implemented PBL. These findings indicate a gap between actual conditions and the ideal conditions required for optimal implementation of TPACK-based PBL. Therefore, the development of this learning model is urgent, with a focus on improving teacher understanding, providing ongoing training, and utilizing technology effectively to support innovative, contextual learning that is oriented towards developing students' critical thinking skills.
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