Integration of Technology, Traduction, and Content in Mathematic Learning to Forther Higher Order Thinking Skills

Abstract

This study examines the integration of technology, pedagogy, and content (TPACK) in mathematical learning to enhance the Higher Order Thinking Skills (HOTS) of students, including analysis, evaluation, and creation, in the era of the Fourth Industrial Revolution. (4IR). Using a quasi-experimental design, the study involved 60 students from 2nd Parepare State High School, Indonesia. The experimental group received mathematical learning with TPACK, while the control group used traditional methods. The results of statistical analysis showed a significant improvement in post-test and HOTS scores in the experimental group compared to the control group. Qualitative data also shows a positive perception of students towards technology-based learning, which improves engagement and understanding of abstract concepts. This research confirms that TPACK integration significantly improves HOTS students in mathematics learning, showing the importance of teacher preparedness and professional development for successful implementation. These findings made important contributions to mathematical education in the 4IR era.