OPTIMIZATION OF COLLABORATIVE INQUIRY MODEL INTEGRATED INTO

TPACK TO IMPROVE HIGHER ORDER THINKING SKILLS

Nur Lailatin Nisfah1, Endang Purwaningsih2, Parno3

JURUSAN FISIKA
UNIVERSITAS NEGERI MALANG
1 INTRODUCTION

2 METHOD

3 RESULTS

4 DISCUSSION

5 CONCLUSION
1 INTRODUCTION

The Fourth Industrial Revolution

has affected the education sector

The 21st century skills a (4C) are the

world’s demand for a more efficient i
n-class learning system

o analyse experiment results and
accustom the students to utilising \
science, technology, and society
around them.
o These skills also focus on developing
the students’ ability to analyse
effectively,
o evaluate by inferring from available
information,
o create (synthesise) something new.
the student’s higher order
thinking skills are fairly low
This is supported by Agustini and
Fajriyah’s ; Kurniati D, et al
Malaysia, seem to be struggling
with higher-order thinking skills
in education.
the author’s observation and
teaching experiences in the p
ast five years
The initial observation shows that not all teachers
at junior high school level understand about higher-order thinking skills
and the related teaching methods

The development of technology usage in the learning process is crucial

to assist the teachers with providing knowledge stimulus to help students
comprehend the learning contents

Teaching is a complex domain, in which three components

of knowledge
(TECHNOLOGY, PEDAGOGY, AND CONTENT)
TPACK-based learning tools
might improve the students’
critical thinking skill

the implementation of TPACK-based learning is usually

hampered by the availability of learning facilities
and equipment
The implemented collaborative inquiry learning model has
proven to be able to improve the teachers’ professionalism
in teaching, as well as the student’s HOTS.
topic that requires the student’s Higher order thinking skills is optics.

Previous studies discovered that misconception is often found in the optics

topic, which includes inaccurate prediction about the shadow formation
when the light passes through a perforated screen, virtual and real images,
and shadow formation on a flat mirror
 There are several activities that cannot be done
optimally while teaching using a TPACK framework and
collaborative inquiry model
 2 METHOD with a procedure that follows
the model of development of
Four-D Models
This study uses

This study focuses on the development of learning tools that consist of Learning content,
an analysis on the curriculum used in the grade VIII on
properties of light and optical devices was conducted, in additio
n to students and teacher’s need analyses.

The design was adjusted to the results of the curriculum and

students and teacher’s need analyses

The learning tools were developed, they were validated by the

experts comprising one master’s programme lecturer,
one undergraduate programme lecturer, and two junior
high school teachers as the users

the tools were implemented in two classes in one school.

An implementation in other schools was not feasible due to
the online learning during the COVID-19 pandemic.
two types of data the validation sheets The collected data
which are of the lesson plan, stu were analysed using
1. Qualitative dent’s worksheet, and descriptive statistics
2. Quantitative two-tier multiple-choi and SPSS for
ce questions. validation task
 3 RESULTS

The syntax of Collaborative Inquiry model integrated TPACK for the second meeting.

Syntax CI Aspect / Component of TPACK

Problem framing TPACK (The teacher uses videos to facilitate the delivery of lesson, and they help teachers i
n visualizing the concept of reflection on a convex mirror)

Collecting data TPACK (The teacher uses experimental tools to make it easier to explain the concept of ima
ge formation on concave and convex lenses by paying attention to the distance of objects, r
arely the image and the focal length of the lens)

Analyzing Evidence TPACK (The teacher uses several tools to experiment and to make it easier in explaining the
concept of image formation on concave and convex lenses by paying attention to the distanc
e of objects, length of the shadow and the focal length of the lens)

Celebrating and Shari PCK (The teacher uses classical conditioning in the classroom to observe the explanation of
ng the analysis results from other groups so that there are no misunderstanding)
including some of the use
of indicators for achieving
competence was not quite
right, the writing of l
earning objectives was not
correct, the time allocation
for the practicum
implementation was given
additional time.
there are still unclear The assessment of field test in
work instructions in the dicators was tested by student
student’s worksheet. s who have taken optical lesso
ns and concluded that it is in g
ood criteria. Moreover, 15 HO
TS questions fall under the co
rrect category with high reliab
ility.
The conclusion is that the assessment of the feasibility test indic
ators by experts is in good criteria and HOTS questions with two-
tier multiple choice is worthy for use with minor revisions.
4 DISCUSSION
The
define several alternative solutions
have been given including:
stage when learning in the
classroom students need to
be trained in multi
presentation, including
verbal, visual, symbolic and
mathematical so that
students are active
Assessment questions are
used not only at the level of
knowledge/understanding
but also applied in everyday
basis so that students easily
remember the concepts and
lessons that have been
taught
The
design
stage It can be concluded that KD
demands students have to
master the cognitive level C3
(analyse) and conduct
experiments (C4 / C5)
In content analysis, the
researchers found that
students' misconceptions
occurred in understanding
the concept of the ray
diagram forming an image
on a flat mirror

1 2
The researchers have conducted the analysis and
found a problem that must be solved. Researchers
also consider how teachers can understand students
and make learning meaningful. Researchers
found several things to help teachers in the learnin
g process assisted by technology. Teachers use
technology to help teach complex concepts. 4
3 Multiple choice with two tier can measure stude
Researchers developed a cognitive assessment te
st using a two-tier multiple-choice model. Two-ti
er multiple choice questions consisting of state
ments and supporting reasons.
4 DISCUSSION
Researchers aim to improve high-level thinking s
kills supported by the use of technology in the fo
rm of teaching materials using the collaborative
inquiry model which is integrated with TPAC
K
nts' high-level thinking skills with valid quality r
esults according to their achievement indicators
[29]. Problems with this model can also identify
misconceptions that occur in students because it
can be seen from the reasons given [30].
 5 CONCLUSION

• Teaching materials by optimizing TPACK in the collaborative inquiry

model are suitable and approved to be used to improve higher order
thinking skills.
• There are 15 questions to test HOTS, in valid criteria and with high
reability.
• This research is only up to the develop stage, suggestions for other
researchers to continue until the deseminate stage.
Thank’s for your Attention