Integrasi Kerangka TPACK dalam Pembelajaran IPS: Dampak Intervensi Berbasis ICT terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Siswa

Abstract

Background: Social studies education faces the challenge of shifting from traditional teacher-centered methods to student-centered approaches that foster critical thinking skills, a cornerstone of 21st-century competencies. While Information and Communication Technology (ICT) offers potential solutions, its integration often remains superficial without a robust pedagogical framework. Purpose: This study aimed to design, implement, and evaluate an ICT-based pedagogical intervention guided by the Technological Pedagogical Content Knowledge (TPACK) framework to enhance students' critical thinking skills and learning outcomes in social studies. Methods: This study employed a two-cycle Classroom Action Research (CAR) design over three months with 28 eighth-grade students at a Sukamaju 01 Public Elementary School, Bekasi Regency, Indonesia. The intervention integrated multimedia presentations, digital case studies, and gamified quizzes. Data were collected using a validated critical thinking assessment test, learning outcome tests (pre-test/post-test), structured observation sheets, and student response questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data were analyzed thematically. Results: The findings revealed a statistically significant improvement in learning outcomes, with the mean score increasing from 69.8 (pre-cycle) to 84.2 in Cycle II (t(35) = -9.87, p < .001). Critical thinking skills also showed significant enhancement, particularly in analysis and evaluation. Qualitative data indicated a transformation in the learning environment, from passive reception to active inquiry and collaborative problem-solving. Conclusion: The systematic integration of ICT within the TPACK framework is effective in significantly improving both students' learning outcomes and their critical thinking abilities in social studies. The study demonstrates that technology, when strategically combined with appropriate pedagogy and content, can facilitate a more engaging and effective learning environment. This research contributes a practical model for educators to design and implement meaningful technology-integrated instruction.