BEYOND PEDAGOGICAL COMPETENCE: A PROCESS-CENTERED PREDICTIVE MODEL OF DIGITAL TEACHER PROFESSIONAL EDUCATION EFFECTIVENESS
DOI:
https://doi.org/10.18623/rvd.v23.6712Keywords:
Digital Teacher Education, Program Effectiveness, Learning Process Quality, Pedagogical Competence, Digital TransformationAbstract
The digital transformation of the Teacher Professional Education Program (PPG) in Indonesia has increased access to teacher professional development. However, the effectiveness of fully online learning remains a critical issue. This study aims to develop and test a process-centered predictive model. The model explains how pedagogical competence, the quality of learning materials, and digital infrastructure influence the effectiveness of digital teacher education. It uses the quality of the learning process as a key mechanism. A quantitative cross-sectional approach was employed. The study applied Structural Equation Modeling based on Partial Least Squares (SEM-PLS). Data were collected from 3,322 PPG participants across various Indonesian regions using a structured questionnaire. The findings show that the quality of the learning process is the strongest predictor of program effectiveness. The quality of learning materials is the most dominant factor affecting the learning process. Pedagogical competence and digital infrastructure also influence program effectiveness. They affect it indirectly, through the quality of the learning process. The study concludes that the effectiveness of digital teacher education depends not only on technological availability but also on meaningful and well-designed learning experiences. These findings contribute to a process-based evaluation model for digital teacher professional education in developing countries.
References
Amin, M. M., & Abdullah, M. K. K. (2025). Designing Effective and Practical Learning Activities in Higher Education Digital Pedagogy: A Systematic Review of Theories and Practices. In International Journal of Learning, Teaching and Educational Research (Vol. 24, Number 2, pp. 242–262). Society for Research and Knowledge Management. https://doi.org/10.26803/ijlter.24.2.13
Angelina, P. (2024). Evaluating English Pre-Service Teacher Professional Education Program Implementation. LLT Journal: Journal on Language and Language Teaching, 27(2), 1078–1089. https://doi.org/10.24071/llt.v27i2.7172
Bwachele, V. W., Chong, Y. L., & Krishnapillai, G. (2023). Perceived service quality and student satisfaction in higher learning institutions in Tanzania. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01913-6
Chang, C. F., Annisa, N., & Chen, K. Z. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers’ TPACK development: A career-path comparative study. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13160-6
Clark, I. (2015). Formative assessment: translating high-level curriculum principles into classroom practice. Curriculum Journal, 26(1), 91–114. https://doi.org/10.1080/09585176.2014.990911
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). The Results of PLS-SEM Article information. European Business Review, 31(1), 2–24.
Hoppmann, N. A., Manassa, E. H., Kleining, L., & Ehlers, J. P. (2025). The effectiveness of further education and training programs for plastic and aesthetic surgeons: an evaluation according to Kirkpatrick levels 1–3. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07213-8
Kesumawati, N., Fuadiah, N. F., & Utomo, B. (2024). The students’ perceptions of their online learning. International Journal of Evaluation and Research in Education , 13(2), 801–808. https://doi.org/10.11591/ijere.v13i2.25683
Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Punya Mishra. Teachers College Record, 108(6), 1017–1054.
Kulal, A., Dinesh, S., Abhishek, N., & Anchan, A. (2024). Digital access and learning outcomes: a study of equity and inclusivity in distance education. International Journal of Educational Management, 38(5), 1391–1423. https://doi.org/10.1108/IJEM-03-2024-0166
Kuo, Y. C., Lin, H. C. K., Lin, Y. H., & Li, Y. J. (2024). The Influence of Distance Learning Contracted Live Teaching Strategies on Learning Effectiveness, Learning Motivation, Self-efficacy, and Cognitive Load. Journal of Internet Technology, 25(3), 403–413. https://doi.org/10.53106/160792642024052503006
Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613–1633. https://doi.org/10.1007/s11423-020-09812-2
Permendikbudristek. (2024). Permendikbudristek 19 Tahun 2024 tentang PPG. Biro Hukum Kemdikbudristek.
Perrotta, C., & Pangrazio, L. (2023). The Critical Study of Digital Platforms and Infrastructures: Current Issues and New Agendas for Education Technology Research. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7952
Rawat, S., Tiwari, S., Sharma, M., Chatterjee Singh, N., & Mahatma Gandhi, U. (2024). The Digital Pedagogy Competence Scale (DiPeCoS): development and validation. In Research and Practice in Technology Enhanced Learning (Vol. 19). http://creativecommons.org/licenses/by/4.0/.
Rokhman, F., Purnomo, A., Yuwono, A., Saputro, I. H., Plangsorn, B., & Habibi, A. F. (2024). Sustainable ecosystem for professional teachers in Indonesia: The role of teacher professional education programs in achieving the SDGs. E3S Web of Conferences, 568. https://doi.org/10.1051/e3sconf/202456804033
Rusydiyah, E. F., Asrohah, H., Basyir, K., Rahman, M. R., Usagawa, T., & Sunan Ampel Surabaya, U. (2024). Jurnal Pendidikan IPA Indonesia Structural Model Of Digital Transformation Readiness Of Indonesian Rural And Urban Science Teachers. JPII, 13(2), 339–357. https://doi.org/10.15294/jpii.v13i2.2612
Senadheera, V. V, Ediriweera, D. S., & Rupasinghe, T. P. (2024). Instructional Design Models for Digital Learning in Higher Education-A Scoping Review. In Journal of Learning for Development (Vol. 11, Number 1).
Song, C., Shin, S. Y., & Shin, K. S. (2024). Implementing the Dynamic Feedback-Driven Learning Optimization Framework: A Machine Learning Approach to Personalize Educational Pathways. Applied Sciences (Switzerland), 14(2). https://doi.org/10.3390/app14020916
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability. In The Guilford Press.
Supardi, S., Agustina, T., & Muslimin, A. I. (2024). Exploring the role of digital infrastructure in school accreditation across types and geographies. Edelweiss Applied Science and Technology, 8(6), 8793–8804. https://doi.org/10.55214/25768484.v8i6.3877
Thanudca, S. (2021). The comparisons of effects of the cooperative learning model using metacognitive moves and traditional instruction on the science for quality-of-life subject for enhancing the learning achievement and critical thinking of undergraduate students at chaiyaphum rajabhat university. Kasetsart Journal of Social Sciences, 42(4), 894–903. https://doi.org/10.34044/j.kjss.2021.42.4.25
Wang, Y., Zuo, M., He, X., & Wang, Z. (2025). Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship. Behavioral Sciences, 15(1). https://doi.org/10.3390/bs15010078
Warschauer, Mark. (201 C.E.). Technology and Social Inclusion : Rethinking the Digital Divide. MIT Press ; Ebsco Publishing [distributor].
Warschauer, Mark. (2004). Technology and social inclusion : rethinking the digital divide. The MIT Press.
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
