The Effectiveness of a Collaborative Participatory Training Management Model to Improve the Digital Literacy Skills of Kindergarten Teachers
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Abstract
The success of digital learning relatively improves learning performance; this is greatly influenced by kindergarten teachers who can utilize good teaching strategies for students and are willing to use digital learning. This study aims to analyze the effectiveness of a collaborative participatory training management model to improve the digital literacy skills of kindergarten teachers. A prospective cross-sectional interventional study with baseline and re-survey was conducted to evaluate the effect of collaborative participatory-based training management model. Training and Education were conducted for 5 days, with 70 participants selected by simple random sampling. Competence was measured using a questionnaire and analyzed using an independent t-test using SPSS software. Statistical tests show that collaborative participatory -based training management model is efficacious in improving the competence of kindergarten teachers (p = 0.001). The management of e-learning-based training can assist in developing more targeted and quantifiable training goals. This model serves as an alternative approach to enhancing the competencies of kindergarten teachers. The Digital Literacy Training Management Model can improve the pedagogical Competence of kindergarten teachers and can be used as an alternative choice of training that is carried out online so that it dramatically helps kindergarten teachers improve their competence.
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