Enhancing Kindergarten Teachers’ Competence through an Innovative Training Management Model

Ditta Manullang, Aman Simaremare, Darwin Darwin

Abstract


Abstracts: Importance of the Research: The success of digital learning is closely tied to improved learning performance, largely influenced by kindergarten teachers who employ effective teaching strategies and embrace digital learning. Objective: This study aims to analyze the effectiveness of an integrated digital literacy training management model, combining online training teachers and teaching practice teachers, in enhancing the pedagogical competence of kindergarten teachers. Method: A prospective cross-sectional interventional study was conducted with baseline and re-survey evaluations. Seventy participants were selected through simple random sampling. The training program lasted five days, focusing on digital literacy and teaching practices. Competence levels were measured using a structured questionnaire and analyzed through an independent t-test with SPSS software.Results: The statistical analysis revealed that the integrated digital literacy training management model significantly improved the pedagogical competence of kindergarten teachers, with a p-value of 0.001, indicating strong efficacy.Conclusion: Managing digital literacy training effectively helps to develop more targeted and measurable training objectives. This integrated model presents a practical alternative for enhancing the professional competencies of kindergarten teachers. Impact: The findings show that combining online training and practical teaching significantly boosts pedagogical competence, providing a valuable framework for strengthening early childhood education through professional development.


Keywords


Management Model, Teacher Training, Competence.

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References


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