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All Journal Indonesian Journal Of Educational Research and Review Literasi: Jurnal Pendidikan Guru Indonesia
Cynthia Paramitha Hartono
Universitas Pendidikan Ganesha
Education Other

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Development of an Interactive E-Module Based on Project-Based Blended Learning to Improve Early Childhood Education Teachers’ Pedagogical Content Knowledge and Self-Efficacy in Computational Thinking Training Cynthia Paramitha Hartono; I Komang Sudarma; Ketut Agustini
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3017

Abstract

Early childhood education (ECE) teachers face a persistent gap in both pedagogical content knowledge (PCK) and self-efficacy when introducing computational thinking (CT) to young children, while existing in-service training tends to be theoretical, time-bound, and inflexible. This study aims to develop an interactive e-module based on project-based blended learning (PjBBL) and to examine its validity, practicality, effectiveness, and user response in CT Training for ECE teachers. The development followed the ADDIE model, with the product deployed on the Google Sites platform and containing four modules delivered through a six-phased PjBBL syntax over 32 training hours in a blended format. Field testing involved 30 ECE teachers in West Denpasar using a one-group pretest-posttest design. Content and media validity were analyzed using Gregory's coefficient; practicality using the User Experience Questionnaire (UEQ); effectiveness using paired-sample t-tests with N-Gain and Hedges' g; and user response using the System Usability Scale (SUS). Results indicated high content validity (0.80) and very high media validity (1.00), as well as Excellent UEQ scores across six scales. The e-module significantly improved PCK (pre-mean = 94.83, post-mean = 114.33; Hedges’ g = 1.666; N-Gain = 0.41, moderate) and self-efficacy (pre-mean = 2.705, post-mean = 3.358; Hedges’ g = 3.161; N-Gain = 0.54, moderate). Findings should be interpreted within the limits of an uncontrolled, single-group design.
Systematic Literature Review: The Influence of Various Models of Teacher Training Programs in Implementing Computational Thinking in the Classroom Cynthia Paramitha Hartono; Ketut Agustini; I Kadek Suartama
Indonesian Journal of Educational Research and Review Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i3.101454

Abstract

Computational thinking is one of the important foundations for developing 21st-century skills. Teacher competence is one of the important factors for integrating computational thinking into classroom learning. This studyaims to provide various types of teachers professional development to enhance computational thinking skills and integrate them into learning. This study uses the Systematic Literature Review (SLR) method dor 21 articles indexed by Scopus from 2022 to 2024. This stusy analyses the targets, training models, tools used, and program materials. The results show that the training program targets pre-service teachers and in-service teachers at the PAUD to SMP levels, with the most focus on elementary school. The training models that are widely used are project-based learning and problem-based learning. The programming tools that are widely used are scratch (non-tangible) and BeeBot (tangible). The training materials mostly focus on developing technical skills through project creation and interdisciplinary integration. Professional training programs have proven to be crucial for buildin/g teachers' pedagogical knowledge and content knowledge, enabling them to integrate computational thinking into all subjects.
Co-Authors I Kadek Suartama I Komang Sudarma Ketut Agustini Ketut Agustini