Professional Development on Digital Literacy for Teachers in Early Childhood Education in the Digital Era

Hernik Farisia; Imam Syafi'i

doi:10.31538/tijie.v5i3.820

Authors

Hernik Farisia Universitas Islam Negeri Sunan Ampel, Surabaya Indonesia
Imam Syafi'i Universitas Islam Negeri Sunan Ampel, Surabaya Indonesia

DOI:

https://doi.org/10.31538/tijie.v5i3.820

Keywords:

Digital literacy, Teachers’ professional development, Learning Community

Abstract

The demand for teachers’ digital literacy competencies has become a worldwide concern in transforming education in the digital era, as technology has become an important part of the teaching and learning process. Therefore, this study aimed to identify how sustainable teacher development impacts teachers’ digital literacy competencies. This study used a qualitative approach with interviews, questionnaires, documentation, and Focus Group Discussions (FGD) as instruments to gather data. The findings showed that preschool teachers’ digital literacy improved, particularly in their ability to create digital content for learning. The strategy to enhance preschool teachers’ digital literacy was conducted through a sustainable professional development scheme that placed the teacher community at its center, serving as a medium for teachers to develop their professional abilities. The program focused on three main schemes to improve teachers’ digital literacy skills: (1) self-development through Wakelet training to assist teachers in managing digital content in collaboration with other teachers, (2) conducting research-based learning to improve the quality of learning, and (3) fostering teacher innovation in developing teaching media that integrates technology into learning practices. The results of this study provide a significant contribution to exploring the schemes for preschool teachers’ professional development in improving digital literacy skills. Future research could capture more creative solutions to technical challenges in sustaining teachers’ professional development programs.

Downloads

Download data is not yet available.

References

Aalto, E., Tarnanen, M., & Heikkinen, H. L. T. (2019). Constructing a pedagogical practice across disciplines in pre-service teacher education. Teaching and Teacher Education, 85, 69–80. https://doi.org/10.1016/j.tate.2019.06.006

Acedo, C., & Hughes, C. (2014). Principles for learning and competences in the 21st-century curriculum. Prospects, 44(4), 503–525. https://doi.org/10.1007/s11125-014-9330-1

Adela, N., & Ritonga, A. A. (2023). The Effectiveness of The Ta’lim Program in Strengthening Islamic Religious Education for Students. Nazhruna: Jurnal Pendidikan Islam, 6(3), 336–355. https://doi.org/10.31538/nzh.v6i3.3696

Adimsyah, F. A., Fauzi, A., & Rofiq, M. H. (2023). Pengaruh Penggunaan Media Pembelajaran Dakon Terhadap Peningkatan Hasil Belajar Peserta Didik. Chalim Journal of Teaching and Learning (CJoTL), 3(1), 28–34.

Afi, S., & Dewi. (2021). Wawancara Guru Pamong PLP 2.

Akmalia, R., Nst, W. N., & Siahaan, A. (2023). Influence of Self-Efficacy, Organizational Culture, and Job Satisfaction on The Performance of Madrasah Aliyah Teachers. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(3), 437–453. https://doi.org/10.31538/ndh.v8i3.4091

Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., Mattson, D., Beard, N., Land, J., & Livie, M. (2022). How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education, 110, 103583. https://doi.org/10.1016/j.tate.2021.103583

Anisimova, E., & Anisimova, E. (2020). Digital Literacy of Future Preschool Teachers. Journal of Social Studies Education Research, 11(1), 230–253.

Annisa, N., Akrim, A., & Manurung, A. A. (2020). Development Of Teacher’s Professional Competency In Realizing Quality Of Human Resources In The Basic School. IJEMS:Indonesian Journal of Education and Mathematical Science, 1(2), 156–160. https://doi.org/10.30596/ijems.v1i2.4590

Archibald, M. M. (2016). Investigator Triangulation. Journal of Mixed Methods Research, 10(3), 228–250. https://doi.org/10.1177/1558689815570092

Arianto, M. H., Sabani, F., Rahmadani, E., Sukmawaty, Guntur, M., & Irfandi, I. (2024). Penerapan Metode Bernyanyi dalam Meningkatkan Keterampilan Membaca Permulaan Siswa Sekolah Dasar. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 7(1), 23–31. https://doi.org/10.54069/attadrib.v7i1.711

Ayyubi, I. I. A., Hayati, A. F., Muhaemin, A., Noerzanah, F., & Nurfajriyah, D. S. (2024). Analisis Pemahaman Siswa Pada Materi Sejarah Kebudayaan Islam Berdasarkan Asal Sekolah. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 2(1), 1–9. https://doi.org/10.59373/ngaos.v2i1.6

Ben Jensen, Sonnemann, J., & Roberts, K. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. he Center on International Education Benchmarking.

Chai, C.-S. S., Koh, J. H.-L., & Tsai, C.-C. (2013). A Review of Technological Pedagogical Content Knowledge. In Educational Technology & Society (Vol. 16).

Creswell, J. W., & J. David. (2018). Research Design; Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). California: SAGE Publications Ltd.

Evan, E. S., & Rahmat. (2023). Nilai-Nilai Pendidikan Multikultural Pada Budaya Sakai Sambayan Dalam Menumbuh Kembangkan Sikap Toleransi Masyarakat Lampung Pepadun. Academicus: Journal of Teaching and Learning, 2(1), 22–27. https://doi.org/10.59373/academicus.v2i1.11

Fathullah, M. N., Ulfiah, U., Mulyanto, A., Gaffar, M. A., & Khori, A. (2023). Management of Digital Literacy-Based Work Practice Training in The Boarding School Environment. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(1), 1–11. https://doi.org/10.31538/munaddhomah.v4i1.230

Fauzi, I., & Kartiko, A. (2023). Pengaruh Promosi an Produk Terhadap Pengambilan Keputusan Memilih Madrasah. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2), 242–251. https://doi.org/10.31538/munaddhomah.v4i2.435

Gabidullina, F. I., Korganbekov, B. S., Makarova, V. F., Zakirov, R. A., & Kayumova, G. F. (2019). Concept ‘Teacher’ in Language Consciousness of Students of Philological Faculty. XLinguae, 12(3), 45–54. https://doi.org/10.18355/XL.2019.12.03.04

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596

Hafid, H., & Barnoto, B. (2022). Manajemen Pembelajaran Kelas Digital Berbasis Google Workspace for Education. Kharisma: Jurnal Administrasi Dan Manajemen Pendidikan, 1(1), 48–58.

Hasanah, S. M., Maimun, A., Marno, M., & Barizi, A. (2024). Forging Qur’anic Character: A School Principal Leadership Model-Insights. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(1), 28–42. https://doi.org/10.31538/ndh.v9i1.4380

Hobbs, R., & Coiro, J. (2019). Design Features of a Professional Development Program in Digital Literacy. Journal of Adolescent and Adult Literacy, 62(4), 401–409. https://doi.org/10.1002/jaal.907

Huda, A. M., & Rokhman, M. (2021). The Strategy of the Principal in Improving the Quality of Institutional Education. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 4(2), 72–80. https://doi.org/10.54069/attadrib.v4i2.142

Ifani, N. N., & Kartiwi, A. P. (2024). Leadership in Indonesian Islamic Schools: How Leader Spiritual and Motivational Styles Affect Organizational Citizenship Behavior and Employees’ Religiosity. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(1), 67–78. https://doi.org/10.31538/ndh.v9i1.4559

Kardi, K., Basri, H., Suhartini, A., & Meliani, F. (2023). Challenges of Online Boarding Schools In The Digital Era. At-Tadzkir: Islamic Education Journal, 2(1), 37–51. https://doi.org/10.59373/attadzkir.v2i1.11

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook and The Coding Manual for Qualitative Researchers. SAGE: Thousand Oaks.

Papadakis, S., & Kalogiannakis, M. (2017). Mobile Educational Applications for Children: What Educators and Parents Need to Know. International Journal of Mobile Learning and Organisation, 11(3), 256–277. https://doi.org/10.1504/IJMLO.2017.085338

Putman, R. S. (2017). Technology versus teachers in the early literacy classroom: An investigation of the effectiveness of the Istation integrated learning system. Educational Technology Research and Development, 65(5), 1153–1174. https://doi.org/10.1007/s11423-016-9499-5

Ratnawaty Chotim, E. (2021). The Role of Community Learning Activity Centers in Overcoming Social Problems. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2689–2698. https://doi.org/10.35445/alishlah.v13i3.1446

Scheuer, C., Boot, E., Carse, N., Clardy, A., Gallagher, J., Heck, S., … Vecchione, H. (2014). Digitale geletterdheid van leerlingen in het tweede leerjaar van het voortgezet onderwijs. Nederlandse resultaten van ICILS-2013. Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation, 343–354. https://doi.org/10.2/JQUERY.MIN.JS

Siero, N. B. (2017). Guidelines for Supporting Teachers in Teaching Digital Literacy.

Suherdi, D., Rezky, S. F., & et.al. (2021). Peran Literasi Digital di Masa Pandemik. Deli: Cattleya Darmaya Fortuna.

Syarah, E. S., & Mayuni, I. (2020). Understanding Teacher’s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Anak Usia Dini, 14(2), 201–214.

Tanjung, R., Arifudin, O., & Mulyadi, D. (2021). Kompetensi Manajerial Kepala Sekolah Dalam Meningkatkan Kinerja Guru Sekolah Dasar. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 4(4), 291–296. https://doi.org/10.54371/JIIP.V4I4.272

UNESCO. (2018). A Global Framework of Reference on Digital Literacy. UNESCO Institute for Statistics, (51), 146.

Wibawa, S. (2018). Pendidikan dalam Era Revolusi Industri 4.0. Yogyakarta.

Wiliam, D. (2011). Embedded Formative Assessment Classroom Strategies. Retrieved 29 November 2020, from https://www.solutiontree.com/embedded-formative-assessment-second-ed.html