ICT Literacy, TPACK, and HOTS in Learning Quality of Indonesian Higher Educational System: Structural Model

Nowadays, teachers are expected to enhance educational environments by actively supporting students' learning actions through innovative instruction that embraces technology.While most teachers aim to include some form of technology in their classes, there is a wide range in both the quantity and quality of such tools used.TPACK, ICT literacy, higher-order thinking skills (HOTS), and technical assistance are a few of these aspects.By investigating the link between TPACK, ICT literacy, and HOTS, this study hopes to contribute to the current body of information.Researchers in this study employed a relational screening strategy to look for links between TPACK, ICT literacy, and HOTS.Following the research concept, the data were analyzed using the Structural Equation Model (SEM) in AMOS Version 24.0.Undergraduates from Universitas Muhammadiyah Purwokerto, Indonesia took part in the research.The participants in this research were 1.893 students.Findings from this study lend credence to the idea that having a solid grasp of TPACK and being proficient with ICT can help students better manage their classrooms using HOTS.Thus, enhancing students' TPACK, and ICT literacy could be a key factor in ensuring that technology-enriched courses are effectively handled and that students achieve HOTS as a result of incorporating new technologies.