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Comparing TPACK-Based E-LKPD and Conventional Instruction in Science: Impacts on Digital Literacy and Higher-Order Thinking Skills

Journal of Innovation in Educational and Cultural Research · Vol. 7 No. 3 (2026) · hlm. 598–608

DOI
10.46843/jiecr.v7i3.3110
ISSN
2722-9696, 2722-9688
Terbit
2026-06-02
Penerbit
Yayasan Keluarga Guru Mandiri
Bahasa
eng

Abstrak

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.

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  • State University of Semarang
  • Sultan Idris Education University
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Rekan penulisOrganisasiArtikel bersama
Arif WidiyatmokoState University of Semarang6
Prasetyo ListiajiState University of Semarang4
Stephani Diah PamelasariState University of Semarang4
Erna Noor SavitriState University of Semarang4
Sudarmin SudarminState University of Semarang4
Sigit SaptonoState University of Semarang3
Muhamad TaufiqState University of Semarang3
Isa AkhlisState University of Semarang3
Parmin ParminState University of Semarang3
Septiko AjiState University of Semarang2
Sri SukaesihState University of Semarang2
Irfan Ihza WardanaState University of Semarang2
Andin Vita AmaliaState University of Semarang2
Parmin ParminState University of Semarang2
Arka YanitamaState University of Semarang2
Ani RusilowatiState University of Semarang1
Sri haryaniState University of Semarang1
Shangeetavaani KannapiranSultan Idris Education University1
S W A WibowoAfiliasi tidak diketahui1
Kasmui KasmuiState University of Semarang1
Mahfud SyahroniAfiliasi tidak diketahui1
D. W. MaharaniState University of Semarang1
V. A. C. SaputriState University of Semarang1
Wiwi IsnaeniState University of Semarang1
A. KurniawatiState University of Semarang1
Melissa Salma DarmawanState University of Semarang1
Luthfiyatul LissaadahState University of Semarang1
Aji SaputraState University of Semarang1
Wiyanto WiyantoState University of Semarang1
Andhina Putri HeriyantiState University of Semarang1
Fidia FibrianaState University of Semarang1
Dewi MustikaningtyasState University of Semarang1
Putri Alifa KholilState University of Semarang1
Cintiya Egi PurwadiState University of Semarang1
Maulana Malik WicaksonoState University of Semarang1
Suharto LinuwihState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Comparing TPACK-Based E-LKPD and Conventional Instruction in Science: Impacts on Digital Literacy and Higher-Order Thinking Skills</dc:title>
	<dc:creator>Dewi, Novi Ratna</dc:creator>
	<dc:creator>Niswah, Putri Ulyatun</dc:creator>
	<dc:creator>Sukimin, Sukimin</dc:creator>
	<dc:creator>Juwanda, Kuntoro Adi</dc:creator>
	<dc:subject xml:lang="en-US">digital literacy; E-LKPD; higher-order thinking skills; PLS-SEM; science education; TPACK</dc:subject>
	<dc:description xml:lang="en-US">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.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-06-02</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/3110</dc:identifier>
	<dc:identifier>10.46843/jiecr.v7i3.3110</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 7, No 3 (2026); 598-608</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/3110/416</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>