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Muchamad Arif
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INDONESIA
MOTORIC
Published by Universitas Narotama Surabaya
ISSN : 25805851     EISSN : 25805851     DOI : https://doi.org/10.31090/m.v3i2.893
Core Subject : Education,
Education
Motoric is dedicated published scientific article in the field of teaching aid, education, and kid studies
Arjuna Subject : Umum - Umum
Articles 132 Documents
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PERSEPSI DAN KESIAPAN GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN COMPUTATIONAL THINKING PADA KURIKULUM MERDEKA: STUDI MIXED METHODS DI KABUPATEN [X] Lukman Junaedi; Achmad Zakki Falani; Natalia Damastuti; Latipah Latipah; Muchamad Arif
MOTORIC Vol 10 No 1 (2026): Volume 10 No 1 Juni 2026
Publisher : Universitas Narotama

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Abstract

This study aims to analyze the level of perception and readiness of Elementary School (SD) teachers in implementing Computational Thinking (CT) within the Merdeka Curriculum. Although CT has been integrated into the national curriculum, empirical data on the specific readiness of SD teachers in the Merdeka Curriculum era remains very limited. This study employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through a survey of 120 SD teachers using the CT-Teacher Readiness Scale (40 items, ? = 0.91) developed and validated in this study, followed by in-depth interviews with 12 purposively selected teachers. Results indicated that most teachers (65.8%) were in the unprepared to underprepared category for CT implementation, with an overall mean score of 54.3% (SD = 10.9). Technology readiness (M = 44.1%) was the lowest dimension, while motivation and attitude (M = 68.9%) was the highest. Spearman correlation analysis revealed that CT training (r = 0.512, p < 0.001) and technology access (r = 0.443, p < 0.001) were significant predictors of teacher readiness, while years of service correlated negatively (r = -0.387, p < 0.001). Qualitative findings revealed three main themes: (1) unclear guidelines for CT implementation in Merdeka Curriculum teaching modules, (2) limited availability and quality of CT training, and (3) significant digital divide between young and senior teachers. This study contributes a validated CT-Teacher Readiness Scale instrument and an evidence-based teacher readiness profile that can serve as a policy foundation for CT teacher training at the SD level. Keywords: Computational Thinking, Teacher Readiness, Merdeka Curriculum, Elementary School, Mixed Methods, CT-Teacher Readiness Scale
MANAJEMEN PENGEMBANGAN KOMPETENSI DIGITAL GURU PAUD DALAM MENDESAIN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS TEKNOLOGI Niken Ayu Dwi Ardiyanti; Qausya Faviandhani
MOTORIC Vol 10 No 1 (2026): Volume 10 No 1 Juni 2026
Publisher : Universitas Narotama

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Abstract

The development of digital technology requires Early Childhood Education (PAUD) institutions to be able to manage the improvement of teachers' digital competence in a targeted and sustainable manner. PAUD teachers are not only required to be able to use technological devices, but also to be able to design interactive learning media that are appropriate to the developmental characteristics of early childhood. This study aims to describe the management of ECE teachers' digital competence development in designing technology-based interactive learning media. The research focuses on planning teachers' digital competence development needs, implementing training or mentoring programs, utilizing digital applications in creating learning media, and evaluating the results of teacher competence development. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects included ECE institution heads and ECE teachers involved in the use of digital learning media. The results are expected to demonstrate that the development of ECE teachers' digital competence needs to be managed through systematic managerial stages, starting from needs analysis, program planning, training implementation, practical mentoring, and evaluating the quality of the resulting learning media. Technology-based interactive learning media, such as interactive PowerPoint, Canva, Wordwall, educational videos, and simple learning applications, can support learning that is more engaging, visual, participatory, and appropriate to the world of children. Thus, managing the development of digital competencies in early childhood education (ECE) teachers is a crucial factor in improving the quality of learning, teacher creativity, and the readiness of ECE institutions to face the digital transformation of education. Keywords: ECE education management, teacher digital competency, interactive learning media, learning technology, ECE teachers

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