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All Journal EduBasic Journal: Jurnal Pendidikan Dasar Munaddhomah: Jurnal Manajemen Pendidikan Islam
Nurillah, Salma
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Religion Education Other

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Training Needs for Early Childhood Teachers in Improving Technological, Pedagogical, and Content Knowledge Competencies Nurillah, Salma; Herawan, Endang; Prihatin, Eka; Dikdik, Asep
EduBasic Journal: Jurnal Pendidikan Dasar Vol 7, No 1 (2025): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v7i1.81867

Abstract

To identify training needs for early childhood education teachers in technology integration is essential to improve learning quality. This study aims twofold: first, to analyze the training needs for early childhood education teachers in the use of technology, and second, to design a TPACK model-based training program that can assist teachers in improving the quality of learning. The present study employed a mixed methods approach, integrating both quantitative and qualitative methodologies. Data were collected through a Training Needs Survey (TNS) and subsequently analyzed utilizing SPSS. The results indicated a substantial competency discrepancy, with an average score of 39.12, falling short of the ideal score of 53. The analysis revealed that teachers continue to encounter various obstacles, including a deficiency in the development of digital teaching materials, constraints in the utilization of hardware and software, and a paucity of experience in employing interactive learning applications. These findings underscore the necessity for Technological Pedagogical Content Knowledge (TPACK)-based training to facilitate effective integration of technology in the learning process. The TPACK model enables educators not only to acquire technological mastery but also to utilize it to enhance children's interaction and engagement in the learning process. The implications offer insight for policymakers, educators, and training institutions in designing more effective training programs to improve the quality of early childhood education in the Karangpawitan Subdistrict of Garut Regency.
Strengthening Educational Administrator Competencies Through Internship Management: A Comparative Study in Indonesian Higher Education Arifin, Zainal; Khurohman, Fatah; Sururi, Sururi; Nurillah, Salma
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 3 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i3.1760

Abstract

The management of internship programs in Indonesian higher education continues to face structural and implementation challenges, particularly under the Merdeka Belajar Kampus Merdeka (MBKM) policy, which promotes experiential learning and inter-institutional collaboration. This study critically analyzes internship governance in two distinct academic settings: the Islamic Education Management (IEM) program at UIN Sunan Kalijaga Yogyakarta and the Educational Administration (EA) program at Universitas Pendidikan Indonesia Bandung. Drawing on Sondang Siagian’s five management functions-planning, organizing, directing, supervising, and evaluating-a qualitative case study approach was employed. Data were collected from purposively selected stakeholders, including program heads, field supervisors, and student interns (n = 18), using in-depth interviews, observations, and document analysis. The findings reveal two models of implementation: a structured two-phase system (IEM) and a flexible single-phase system (EA), both of which promote managerial, interpersonal, and technical competencies. However, shared obstacles persist, including irregular supervision, limited alignment with institutional needs, and evaluations focused primarily on summative outcomes. The IEM program excels in structured planning and alums mentoring, whereas the EA program demonstrates strengths in international collaboration and technical briefings. This study proposes a hybrid model that integrates structured planning with adaptive field practices, supported by formative evaluations and leadership training. Theoretically, the study contributes to the discourse on work-integrated learning by contextualizing internship governance within the framework of educational administration. Practically, it offers a replicable model for institutions seeking to align internship programs with MBKM policy objectives and labor market expectations. Future research is recommended to examine longitudinal impacts and incorporate alums and employer perspectives into internship assessments.
Co-Authors Dikdik, Asep Endang Herawan Khurohman, Fatah Prihatin, Eka Sururi Sururi, Sururi Zainal Arifin