Development of a Technology-enhanced Learning Model to Enhance Teachers’ Critical Thinking through Professional and Pedagogical Competencies: A Comparative Study in Indonesia and Malaysia

Abstract

This study aims to develop and validate an integrated mobile-computer-based learning model that enhances teachers’ critical thinking by strengthening their professional and pedagogical competencies. Using a Research and Development (R&D) methodology guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework, the study also adopted iterative refinement principles from Design-Based Research (DBR). The model was implemented in four schools in Indonesia and one in Malaysia through a limited trial (N = 60) and a large-scale trial (N = 240). The final product, a customized and responsive Moodle-based Learning Management System (LMS) accessible via both mobile and desktop devices, includes a modular learning path, a cross-country collaborative forum, digital assessment tools, and a portfolio builder, all supported by integrated learning analytics. Expert validation in both countries indicated high content relevance and cross-context suitability, indicating strong content relevance and cross-cultural applicability. Statistically significant improvements were observed in teachers’ critical thinking scores, with mean gains of approximately +14 points in both countries. While these findings suggest consistent improvements, they should be interpreted with caution given the absence of a control group. The study contributes a replicable, technology-enhanced professional development model that is adaptable to educational contexts with similar infrastructure and teacher competency development needs.