Teacher Needs Analysis in Model Development TPACK-Based Problem Learning to improve Critical Thinking Skills

Hera Heru Sri Suryanti; Oktiana Handini; Sutoyo Sutoyo

doi:10.62951/ijsie.v2i3.376

Authors

Hera Heru Sri Suryanti Universitas Slamet Riyadi
Oktiana Handini Universitas Slamet Riyadi
Sutoyo Sutoyo Universitas Slamet Riyadi

DOI:

https://doi.org/10.62951/ijsie.v2i3.376

Keywords:

Critical Thinking Skills, Elementary School, Facilities, Problem Based Learning, TPACK

Abstract

This research was conducted with the main purpose of examining and analyzing the specific needs of elementary school teachers in designing and implementing a Problem-Based Learning (PBL) model that is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, with the ultimate goal of enhancing students’ critical thinking skills as a crucial competency in the 21st century. The study is rooted in the understanding that critical thinking is not only a fundamental learning outcome but also a key skill for students to thrive in modern society, while at the same time recognizing the current limitations in technology integration within elementary-level PBL practices. A quantitative descriptive method was employed, involving a purposive sample of 100 elementary school teachers who provided data through structured questionnaires and interviews. The analysis focused on five core indicators, namely teachers’ initial knowledge of TPACK-based PBL, the availability of facilities to support its implementation, teachers’ participation in relevant professional training, the degree of TPACK integration in classroom learning, and the actual application of PBL in teaching practice. Findings revealed that only 36% of teachers possessed sufficient awareness of TPACK-based PBL, 40% reported having adequate facilities in their schools, 40% had previously joined related training, 36% had integrated TPACK into their instruction, and 50% had applied PBL in their classrooms. These results clearly demonstrate a significant gap between existing practices and the ideal conditions needed for maximizing the potential of TPACK-based PBL. Consequently, the study emphasizes the urgency of developing and strengthening this model by improving teacher knowledge, ensuring continuous professional development opportunities, and promoting the effective use of technology to foster innovative, contextual, and student-centered learning that can systematically nurture critical thinking abilities in elementary school students.

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