Mathematical literacy and TPACK in HOTS-oriented mathematics learning Nur Eva Zakiah (a*), Sri Solihah (b)
Universitas Galuh, Jl. R. E Martadinata No. 150, Ciamis 46274, Indonesia
Abstract
This research aims to describe a higher order thinking skills (HOTS) oriented learning design by integrating mathematical literacy and technological pedagogical and content knowledge (TPACK). This article is a literature review. The use of HOTS aspects (transfer of knowledge, critical thinking and problem solving) in learning can be done by applying: active learning, analyzing, evaluating or creating skills, dimensions of knowledge (conceptual, procedural or metacognitive), 21st century skills (creativity, thinking critical, collaboration, and communication), as well as using media and learning resources with technology. The results of the study show that HOTS-oriented learning design by integrating mathematical literacy and TPACK can be used as an innovation in learning that is in line with current curriculum demands, namely: (1) integrating TPACK and mathematical literacy, teachers can design lessons that integrate mathematical literacy with technology and effective teaching methods- (2) integrating TPACK and HOTS oriented learning, selecting the right technology and teaching strategies, teachers can design lessons that encourage students to think critically and creatively- (3) integrating mathematical literacy and HOTS oriented learning complement each other. By understanding mathematical concepts and how to apply them, students can develop their higher order thinking skills.
Keywords: Content knowledge- HOTS, Mathematical literacy, Pedagogical knowledge, Technology knowledge
