Comparing TPACK-Based E-LKPD and Conventional Instruction in Science: Impacts on Digital Literacy and Higher-Order Thinking Skills
(1) Universitas Negeri Semarang, Indonesia
(2) Universitas Negeri Semarang, Indonesia
(3) SMP N 41 Semarang, Indonesia
(4) Sekolah Indonesia Kuala Lumpur, Malaysia
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.
Keywords
Full Text:
PDFReferences
Afikah, A., Astuti, S. R. D., Suyanta, S., Jumadi, J., & Rohaeti, E. (2022). Mobile Learning in Science Education to Improve Higher-Order Thinking Skills (HOTS) and Communication Skills: A Systematic Review. International Journal of Advanced Computer Science and Applications, 13(7).
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13.
Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Frontiers in Psychology, 12.
Anggraini, A. E., Mardhatilah, Khotimah, K., Siki, I. M., Zativalen, O., ... & Kang, E. M. S. (2025). Implementation of Wizer.me Based E-LKPD for Science Learning on Digital Literacy Activities in Elementary School. Jurnal Penelitian Pendidikan IPA, 11(5), 1019–1028.
Anggraini, N., Isfaeni, H., & Komala, R. (2024). Digital Student Worksheet on Ecology and Biodiversity to Enhance Critical Thinking and Digital Literacy for Middle School Students. Jurnal Penelitian Pendidikan IPA, 10(10), 7741–7747.
Angraini E, Z. S. S. H. (2023). TPACK-Based Active Learning to Promote Digital and Scientific Literacy in Genetics. Pegem Journal of Education and Instruction, 13(02).
Aslan, S., Alano?lu, M., & Karabatak, S. (2025). Enhancing 21st-Century Teaching Competencies: The Key Role of Digital Literacy in Connecting Pre-Service Teachers' TPACK. Information Development.
Azizatus, N., S., 1, & Ulum, M. (2025). Digital Literacy and Critical Thinking in Adolescents: A Literature Review. Jurnal Basicedu, 9(5).
Bereczki, E. O., & Kárpáti, A. (2021). Technology-Enhanced Creativity: A Multiple Case Study of Digital Technology-Integration Expert Teachers' Beliefs and Practices. Thinking Skills and Creativity, 39, 100791.
Coe, R. (2002). It's the Effect Size, Stupid: What Effect Size Is and Why It Is Important. Paper presented at the British Educational Research Association Annual Conference.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Psychology Press.
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Dewi, C. A., Pahriah, P., & Purmadi, A. (2021). The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning. International Journal of Emerging Technologies in Learning (iJET), 16(11), 88–101.
Dewi, N. R., Rusilowati, A., Saptono, S., & Haryani, S. (2022). Project-Based Scaffolding TPACK Model to Improve Learning Design Ability and TPACK of Pre-Service Science Teacher. Jurnal Pendidikan IPA Indonesia, 11(3), 420–432.
Dewi, S. H., Lavenia, V., Prasetya, A. T., Susatyo, E. B., Haryani, S., & Wardani, S. (2025). Integration of TPACK and Education for Sustainable Development in Digital Green Chemistry Worksheets: Efforts to Enhance Student Creativity Through Contextual Learning. PAEDAGOGIA, 28(2), 257.
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728.
Fazilla, S., Yus, A., & Muthmainnah, M. (2022). Digital Literacy and TPACK's Impact on Pre-Service Elementary Teachers' Ability to Develop Science Learning Tools. Profesi Pendidikan Dasar, 9(1), 71–80.
Furbani, W., Purnawanti, F., Dewi, A. E. R., Sari, N., & Thoriq, T. (2025). Digital Literacy and Critical Thinking Skills of Students in the Era Industry 4.0. Juwara: Jurnal Wawasan dan Aksara, 5(1), 136–148.
Ghaisani, N. R. T., & Setyasto, N. (2023). Development of Liveworksheets-Based Electronic Student Worksheets (E-LKPD) to Improve Science Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(8).
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). SAGE Publications.
Haliq, A., Mahande, R. D., & Akhiruddin, A. (2025). Exploring the Impact of Critical Thinking and Digital Literacy on Students' Academic Essay Writing Skills. Diksi, 33(2), 143–156.
Haryadi, R., & Pujiastuti, H. (2023). Use of Augmented Reality Learning Media to Improve Higher-Order Thinking Skills in Kinematics Material. THABIEA: Journal of Natural Science Teaching, 6(1), 37.
Herlina, K., Abdurrahman, A., Umam, A. N., Nurjanah, A., Rabbani, G. F., & Pratiwi, F. A. I. (2025). ExPRession-Based E-Worksheet (EBEW): An Effort to Enhance Student' Computational Thinking Skills. Journal of Technology and Science Education, 15(1), 50.
Ibrahim, N. M., Sanjaya, Y., & Nurjhani, M. (2024). Effectiveness of Biology Learning to Improve Digital Literacy and Higher Order Thinking Skills on the Concept of Digestive System. Jurnal Penelitian Pendidikan IPA, 10(9), 7131–7137.
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in Science Education: A Systematic Review of the Literature. Education Sciences, 11(1), 22.
Kemendikbud. (2017). Materi Pendukung Literasi Digital. Kementerian Pendidikan dan Kebudayaan.
Kim, E. S., & Paik, S. (2025). Cultivating Teachers' TPACK Through Digital Literacy-Based Teacher Training Program for Science Gifted Education. Journal of Science Education Society for the Gifted, 17(1), 27–49.
Koh, J. H. L., Chai, C. S., & Lee, M. H. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. The Asia-Pacific Education Researcher, 24(3), 459–462.
Kurniati, D., Harimukti, R., & Jamil, N. A. (2016). Kemampuan Berpikir Tingkat Tinggi Siswa SMP di Kabupaten Jember dalam Menyelesaikan Soal Berstandar PISA. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 142–155.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Niswah, P. U., & Dewi, N. R. (2024). Development of E-Worksheet With the TPACK Approach to Train Students' Digital Literacy and Higher Order Thinking Skills. Jurnal Penelitian Pendidikan IPA, 10(6).
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing.
Oktavia, R. (2021). Tingkat Literasi Digital Siswa Ditinjau dari Penggunaan Teknologi Informasi sebagai Mobile Learning dalam Pembelajaran Biologi pada Siswa Menengah Atas (SMA) Kecamatan Kuala Nagan Raya. Jurnal Edukasi Biologi, 7(1), 45–54.
Purwati, Y. S., Distrik, I. W., & Ertikanto, C. (2023). Building Learners' Conceptual Knowledge and Digital Literacy With PBL-Based E-Student Worksheet. International Journal of Research - GRANTHAALAYAH, 11(4).
Rahayu, S., Isnaeni, W., & Masturi, M. (2022). Critical Thinking Skills and Digital Literacy of High School Students in Science Learning Using E-Learning With STEM Vision. Journal of Innovative Science Education, 11(3), 347–361.
Reddy, P., Chaudhary, K., & Hussein, S. (2023). A Digital Literacy Model to Narrow the Digital Literacy Skills Gap. Heliyon, 9(4), e14878.
Rozali, D., Suyanti, R. D., & Dewi, R. (2024). Development of Science LKPD Based on Inquiry Training on HOTS-Science Literacy Skills. Inovasi Kurikulum, 21(2), 1099–1112.
Sarawati, T., Zebua, E. N. K., & Wiyatmo, Y. (2025). Implementation of Problem-Based Learning (PBL) Model Assisted by Electronic Science Worksheets to Improve Critical Thinking Skills of 8th Grade Students. WaPFi (Wahana Pendidikan Fisika), 10(1), 113–124.
Sari, E. F., Koda, F., Shofwan, I., & Tyas, D. N. (2024). TPACK-Based Team Based Project Learning Design in Improving Digital Literacy Skills. Journal of Nonformal Education, 10(2), 402–413.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 42(2), 123–149.
Simamora, J. B., & Hajar, I. (2025). The Practicality of Electronic Student Worksheets (E-LKPD) Based on Project-Based Learning for Biotechnology Material. Jurnal Penelitian Pendidikan, 42(2), 304–309.
Sukaria, M. I., & Nursalim. (2025). TPACK and Digital Science Literacy: Correlational Insights From Pre-Service Science Teachers. Information Technology Education Journal, 482–489.
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., ... & Ioannou, A. (2023). Impacts of Digital Technologies on Education and Factors Influencing Schools' Digital Capacity and Transformation: A Literature Review. Education and Information Technologies, 28(6), 6695–6726.
Tinmaz, H., Lee, Y. T., Fanea-Ivanovici, M., & Baber, H. (2022). A Systematic Review on Digital Literacy. Smart Learning Environments, 9(1).
Wati, K. R. L., Distrik, I. W., & Viyanti. (2025). A Needs Analysis of E-LKPD (Electronic Student Worksheets) in Dynamic Electricity Learning to Stimulate Critical and Creative Thinking Skills. Jurnal Penelitian Pendidikan IPA, 11(9), 620–631.
Widiyawati, Y., Nurwahidah, I., Sari, D. S., Masykuri, M., & Budiyanto, C. W. (2021). The 21st Century Science Learning: HOTS and Digital Literacy Among Junior High School Students in Semarang, Indonesia. Journal of Physics: Conference Series, 1842(1), 012081.
Yuniarti, N., Rahmawati, Y., Anwar, M., Al Hakim, V. G., Hidayat, H., ... & Wang, J. (2024). Augmented Reality?Based Higher Order Thinking Skills Learning Media: Enhancing Learning Performance Through Self?Regulated Learning, Digital Literacy, and Critical Thinking Skills in Vocational Teacher Education. European Journal of Education, 59(4).
Refbacks
- There are currently no refbacks.
View My Stats