Efektivitas Pendekatan TPACK dalam Meningkatkan Kemampuan Berpikir Kritis Guru di Daerah 3T: Studi Kuasi-Eksperimen di Sumba Barat Daya

Zuhdi, Ahmad, Nuzulia, Nuril ORCID: https://orcid.org/0000-0003-4780-3866 and Sarkowi, Sarkowi ORCID: https://orcid.org/0009-0004-7506-1518 (2026) Efektivitas Pendekatan TPACK dalam Meningkatkan Kemampuan Berpikir Kritis Guru di Daerah 3T: Studi Kuasi-Eksperimen di Sumba Barat Daya. Attractive : Innovative Education Journal, 8 (2). pp. 438-449. ISSN 2685-6085

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Abstract

Teachers’ critical thinking is a core 21st-century competency, yet its development in Indonesia’s frontier, outermost, and underdeveloped (3T) areas remains constrained by a persistent digital divide and limited professional training. This study examined the effectiveness of the Technological Pedagogical Content Knowledge (TPACK) approach in enhancing six dimensions of teachers’ critical thinking according to Facione’s framework, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. A non-equivalent posttest- Efektivitas Pendekatan TPACK dalam Meningkatkan Kemampuan Berpikir Kritis Guru di Daerah 3T: Studi Kuasi-Eksperimen di Sumba Barat Daya Zuhdi 1, Nuril Nuzulia 1*, Sarkowi 1, Basori 2 1 UIN Maulana Malik Ibrahim, Indonesia
2 Purdue University, United States zuhdi@pai.uin-malang.ac.id*
item essay test (Cronbach’s α = 0.87; CVI = 0.92) and a 24-item response
questionnaire (Cronbach’s α = 0.84), both validated by three educational experts.
Analyses included descriptive statistics, Kolmogorov-Smirnov normality test,
Levene’s homogeneity test, and independent-samples t-test with Cohen’s d effect
size. Results revealed a highly significant difference between the experimental
group (M = 79.73, SD = 8.87) and the control group (M = 67.81, SD = 12.13), t(38) =
3.62, p < 0.001, with a large effect size (Cohen’s d = 1.13). The sharpest gains were
observed in analysis (Δ = 32.68) and explanation (Δ = 19.48), while self-regulation
showed the smallest gain (Δ = 4.50), attributable to the region’s limited reflective
culture and digital infrastructure. This study contributes theoretically by
only quasi-experimental design was employed with two intact groups selected
through cluster sampling: twenty teachers from MI Al Falah Sumba Barat Daya
(experimental group) and twenty teachers from SDN Watu Takula (control
group). Baseline equivalence was established through an equivalence test of
demographic and professional characteristics. Data were collected using a ten-
ARTICLE INFO
Article history:
Received
February 11, 2026
Revised
June 03, 2026
Accepted
June 25, 2026
extending the TPACK framework into low-resource contexts and practically by
offering a replicable, low-cost TPACK training model for 3T regions in Indonesia
and similar low- and middle-income settings.

Item Type:	Journal Article
Keywords:	Critical Thinking; Elementary School Teachers; Quasi-Experiment; Tpack; Underdeveloped Regions
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development 13 EDUCATION > 1302 Curriculum and Pedagogy
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Islamic Education
Depositing User:	Nuril Nuzulia
Date Deposited:	13 Jul 2026 08:58

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