Fatikh Inayahtur Rahma, Cholis Sa’dijah, Intan Sari Rufiana
This study investigates how transformational teachers integrate Technological, Pedagogical, and Mathematical Content Knowledge (TPACK) to stimulate primary school students' critical thinking in mathematics learning. While previous research has frequently examined technology use or pedagogical strategies in isolation, limited attention has been given to how these knowledge domains interact within a transformational teaching orientation to support students' higher order thinking. Employing a qualitative single case study design, this research explores the instructional practices of a fifth grade transformational teacher in an Indonesian public primary school. Data were collected through classroom observations, in depth semi structured interviews, and document analysis, allowing for a comprehensive examination of instructional enactment. The data were analyzed thematically using an iterative coding process grounded in the TPACK framework and Facione's six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings reveal that teachers' Content Knowledge (CK) enabled contextualized and reflective mathematics instruction, which primarily supported students' interpretation and evaluative reasoning. Pedagogical Knowledge (PK) facilitated inquiry based, collaborative, and scaffolded learning activities that strengthened students' analytical and explanatory skills. Technological Knowledge (TK) functioned as a cognitive amplifier by supporting inference and self-regulation through interactive digital tools such as Wordwall and Kahoot!, which promoted engagement, feedback, and autonomous learning. The integrated enactment of CK, PK, and TK formed a coherent TPACK based instructional model that transformed mathematics classrooms into reflective, inquiry driven, and technology supported learning environments. The study contributes theoretically by extending the TPACK framework through the lens of transformational pedagogy and empirically by mapping specific TPACK domains to dimensions of students' critical thinking. Practically, the findings offer implications for teacher professional development programs, particularly within the context of Indonesia's Merdeka Belajar policy, emphasizing the importance of integrative and transformational approaches to mathematics instruction. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Malang, East Java, Malang, Indonesia; Universitas PGRI Wiranegara, East Java, Pasuruan, Indonesia
