MAPPING ECONOMICS TEACHERS’ NEEDS IN DEVELOPING A HOTS-ORIENTED TPACK SELF-ASSESSMENT MODEL

Abstract

This study aims to map the needs of economics teachers in Banyumas Regency who are members of the Economics Subject Teachers’ Forum (MGMP Ekonomi) to develop a Technological Pedagogical Content Knowledge (TPACK) self-assessment model oriented toward High Order Thinking Skills (HOTS). The research employed a quantitative descriptive approach, with economics teachers at MGMP Ekonomi Banyumas as respondents. Data were collected using a needs questionnaire designed based on TPACK and HOTS indicators, and analysed descriptively through frequency distribution and percentages. The findings reveal that most economics teachers have recognised the importance of integrating technology into economics teaching, yet they still face challenges in implementing HOTS-based learning strategies effectively. Furthermore, teachers expressed the need for a self-assessment instrument that enables systematic reflection on their TPACK competence. These results highlight the urgency of developing an HOTS-based TPACK self-assessment instrument to support economics teachers’ professional competence and enhance the quality of economics learning in senior high schools, particularly in Banyumas Regency.