Improving Digital Pedagogy Competence Through In- Service Training for Elementary School Teacher

Abstract

Digital pedagogy competencies are needed by teachers in learning in the era of the industrial revolution 4.0. This ability is important for teachers to be able to transform their learning from conventional to digital technology-based. The problem in the field is that many teachers do not have digital pedagogy competencies. This study aims to determine the effectiveness of in-service training for elementary school teachers.This study uses a quantitative experimental method. The research population is elementary school teachers in Sawahlunto City, West Sumatra. Samples were taken purposively as many as 29 teacher representatives from each school. Teachers are given in-service training for 4 meetings. Data were collected from pretest and posttest scores. Data were analyzed using SPSS. The results showed that there was a significant difference between teacher competencies before and after being given training in accordance with the designed digital pedagogy curriculum. In connection with this, it is recommended that teachers need to be given in-service training to improve digital pedagogy competencies so that they can carry out learning optimally in the digital era.The novelty in this research is that the digital pedagogy curriculum that has been implemented can improve teacher competence. The research design in service training allows teachers to be given training with a training system by not leaving their activities as educators who must facilitate students in the classroom. The method used in the training provides convenience for the teacher. In particular, the product of this research can be implemented in schools.