Improving Digital Pedagogy Competence Through In- Service Training for Elementary School Teacher

Digital pedagogy competencies are needed by teachers in learning in the era of the industrial revolution 4.0. This ability is important for teachers to be able to transform their learning from conventional to digital technology-based. The problem in the field is that many teachers do not have digital pedagogy competencies. This study aims to determine the effectiveness of in-service training for elementary school teachers.This study uses a quantitative experimental method. The research population is elementary school teachers in Sawahlunto City, West Sumatra. Samples were taken purposively as many as 29 teacher representatives from each school. Teachers are given in-service training for 4 meetings. Data were collected from pretest and posttest scores. Data were analyzed using SPSS. The results showed that there was a significant difference between teacher competencies before and after being given training in accordance with the designed digital pedagogy curriculum. In connection with this, it is recommended that teachers need to be given in-service training to improve digital pedagogy competencies so that they can carry out learning optimally in the digital era.The novelty in this research is that the digital pedagogy curriculum that has been implemented can improve teacher competence. The research design in service training allows teachers to be given training with a training system by not leaving their activities as educators who must facilitate students in the classroom. The method used in the training provides convenience for the teacher. In particular, the product of this research can be implemented in schools.


Introduction
Learning system in the industrial revolution 4.0 and social 5.0 era requires the integration of technology starting from planning, evaluation and results.Regarding to this, digital literacy skill is the crucial one for teachers [1][2] [3].In education field, this is known as digital pedagogy [4].The current school phenomenon shows the integration of information technology and internet networks in the classroom are not fully used by teacher.Only 40% of teachers who are ready to face changes in information, communication technology and digital literacy (Directorate General of Teachers and Education Personnel, Indonesian Ministry of Education and Culture).The result of observation and interview in schools showed most of teachers still delivered learning materials conventionally without integrating technology in its learning process.The way of teaching even during the pandemic did not change.Most of teachers only used WhatsApp Group to deliver learning materials such as captured text and exercise taken from books.In learning process, students were asked to do assignment and homework and then they came to school once a week to submit assignment.Teacher were seldom to get pedagogical training as well [5].This resulted teacher's competence was low, particularly in the use of technology [6] [7] 2. Literatur Review

Digital Competence
Within the framework of digital pedagogy, teachers understand it with three aspects of knowledge including technology, pedagogy, and content.In this approach, technology in teaching is characterized as something that goes beyond the existing knowledge related to a particular hardware or software.Instead, technologies are introduced into learning contexts that illustrate new concepts and require developing sensitivity to the dynamics, and relationships between the three components [12] [13].It is important for teachers to have digital pedagogy competencies to teach students in the digital era.This competency relates to how to teach using digital learning resources to improve student learning experiences through interactions with teachers, students with students, learning resources and teachers to create real and relevant situations in the classroom.Teacher's digital pedagogy competence is one of the teacher competencies that seeks to grow students' digital literacy through content transfer and pedagogy in learning, so that it becomes a complete competence possessed by students in their learning.Digital pedagogy competence as a whole has changed learning patterns naturally so that the conditions will gradually change learning patterns from conventional to digital in the form of content, media and evaluation tools in learning.The use of educational technology is required to support teaching and learning, teachers' knowledge of content, pedagogy, and technology and all interactions are necessary for the successful integration of educational technology into the science classroom.(Kuzminska et al., 2019).Current developments have pressured for academic institutions to improve the curriculum and make it relevant to today's needs.Some research results show that digital competencies need to be possessed by teachers, because activities carried out digitally by utilizing online features are proven to improve learning outcomes and student competencies [14][15]

In service Training
Training for teacher competency improvement is the crucial one to be carried out intensively.It aims to improve the knowledge, skills and affective of teachers to new things in learning.Training can be conducted by various methods such as in-service training or a provided training where teacher is not allowed to leave his main task as a teacher (Omar, 2014).Ideally, teachers need to continue to upgrade their knowledge and skills.Relation to this, a designed training need to be developed to help teachers acquire information without leaving their duties as educators (Bentri, 2017) (Bentri, 2018).In-service training can be conducted through Teacher Working Group Forum (KKG).In this study, in-service training was carried out face-to-face and online system (zoom meeting) as well.Teachers are given knowledge and skills in the field of pedagogy and digital as well as the practice of utilizing technology in learning (Tsankov & Damyanov, 2019).The use of technology in today's learning is absolute one because learning cannot be separated from the integration of technology, for instance e-learning system, the use of digital learning resources and the use of digital media and digital evaluation [16].There are four sessions in In-service training as one offline and three online.The training is held in school so teachers do not have to leave students for long periods of time.In-service training is highly recommended for teacher competency improvement [17].

Method
This study used a quantitative approach with a quasi-experiment.The research design was a pretest and posttest which compared the cognitive learning outcomes of teachers with in-service training curriculum (before and after).The research procedure begins with research preparation in the form of in-service training.The training is carried out face-to-face on the schedule of activities of the Teacher Working Group (KKG), which is every Saturday.The training was conducted for 4 meetings, 2 offline and 2 online with zoom meetings.In the first meeting, a pretest was conducted to obtain initial data and at the end, a post-test was conducted.The material delivered is according to the digital pedagogy curriculum design.Teacher at basic education level were population.The sample was taken purposively in teacher working group as 29 teachers which is located in the city of Sawahlunto.The sample had been tested for normality and homogeneity, the data can be used widely.Data collection tool was an instrument of test questions at the pretest stage and test questions at the posttest stage.Pretest and Post test data are compared with the T .test.The data was processed with SPSS.

Result and Discussion
The research was conducted with a pre-test and post-test design.The initial stage of the research was a trial run to implement the application of teacher digital pedagogy competencies through training carried out in the sample group.The training was carried out online using zoom meeting.At the initial stage, a test was given to determine the initial ability of the teacher's digital pedagogy competence.Furthermore, after a post-test was carried out at the end of the activity to determine the level of absorption of information obtained by teachers from in-service training activities for elementary school teachers.
The research steps are carried out through the following stages: 1. Preparation stage In this section, preparations are made for the implementation of training, contacting research locations, looking for resource persons and preparing for face-to-face and online learning.

Evaluation and Reflection Stage The evaluation stage is carried out by giving a pretest and posttest
Result data of the pre-test and post-test were then analyzed using SPSS to determine whether there was a significant difference between the pre-test and post-test scores.The following data is presented on the posttest after being treated in the form of in-service training which was designed with 4 meetings through Zoom.The participants were given direct information and guided practice by resource person.After the training activities were carried out, a final test was given whose data was used for posttest scores.The data shows the result of the pre-test and post-test of the two treatments are significant, 0.000 with a calculation smaller than 0.005.This means that there is a correlation between the pre-test and post-test.Based on the data above, with a sample of 29 teachers, a correlation of 0.744 is obtained..000

Tabel. 1. Paired Sample Statistic
Based on the table above, it is known that the data of the pre-test and post-test values have a significant difference with a significance value of 0.000 less than 0.005.In addition, if seen from the T-test value of 5.925, it is greater than the T table, which is 2,763.From this data, information was obtained that the pretest and posttest differed significantly so that the implementation of in-service training curriculum for elementary school teachers proved effective in improving teacher competence in today's digital era learning.

5.Discussion
Based on the results of the research described above, the pre-test and post-test data obtained on the application of in-service training in the development of teacher digital pedagogy competencies are significantly different with a significance level of 0.00 less than 0.005.The data means that there is an influence in implementation of in-service training for increasing teacher digital pedagogy competence.The implemented digital pedagogy curriculum design provides teachers with knowledge and skills about a number of applications and how to use them in learning.In-service training training is designed by optimizing face-to-face training and zoom meetings as well as providing assistance to teachers through interactions in whatsapp groups.Teachers are also given training guides that contain theory and tutorials on implementing digital pedagogy.Learning uses project based learning.Teachers are asked to create digital media according to the subjects they teach.The teacher displays the material through a zoom meeting and is validated by the resource person.So there is a learning process for teachers who present and also for other audiences.This interaction increases the teacher's digital pedagogy competence because participants directly implement the material provided.This concept is known as learning and practice.The increase in the knowledge of teachers who take part in the training is very significant because learning designed offline and online makes it easy for teachers to be able to apply the knowledge they have learned.In the research conducted, teachers can interact with their tutors online via whatsapp groups.Interaction in learning in service training is personal, the use of materials provides two-way communication.Online interaction connects the trainee teacher and his tutor at the same time to be able to interact like in class, but in front of a screen.Tutors directly provide learning materials and students will be able to directly ask and discuss them [18][19].
In-service training is an effective way that can be done to optimize teacher competence without leaving students in the classroom [20].This training was designed effectively, so teachers can have maximum time to develop their competence, especially in digital pedagogy [21][22], [23].Digital pedagogy ability is an absolute thing that teachers need to constantly upgrade since learning is essential asset.Teachers can improve their knowledge and skills in the digital sector.Increasing teacher competence in digital is how to integrate technology in learning [24][25].The development of learning content needs to be more up to date and related to the implementation of digital technology in learning [26][27].A training curriculum that is designed by integrating technology in learning plays very important role in increasing teachers' digital competence [3].To increase teacher competence, one thing that needs to be done is to conduct training (training).Training with an in-service training system has the advantage that it can be carried out during the teacher's tenure, the time can be adjusted flexibly according to needs without leaving the main tasks and main functions and training can be carried out by providing relevant knowledge and skills needed in developing the teaching profession [28][29] [21].In-service training is important for the continuous development of teacher competence.For sustainable competency development, there is a need for developmental science, namely the development of knowledge related to the sustainable development of knowledge obtained through training and training [30][28].Competencies that need serious attention at this time are competencies in managing digital learning which include digital learning design, digital media development, development of digital teaching materials and digital evaluation tools [31].One that is no less important is how to design digital learning that contains character values as a national education goal in Indonesia.
In-service training aims to provide the right skills and knowledge for teachers to be able to use and integrate computer and internet technology in the right way to improve their learning.Teachers need to understand technology, pedagogy, and content in the field of study so that learning becomes more effective.The important essence that is expected is that teachers by integrating technology will bring changes in the learning system.The use of technology in learning will help improve the constructivism aspect of students in building their own knowledge.Digital pedagogy-based learning allows the presentation of complex problems in learning, giving rise to high-level thinking aspects of students [32].It is important for teachers to have digital pedagogy competencies in order to maximize student learning potential [20][33].Students can be guided to solve their problems by finding relevant learning resources on the internet.In addition, evaluations in online learning can directly contribute to teachers regarding students' abilities in learning.

Conclution
Digital pedagogy competencies need to be developed continuously through designed trainings to increase teacher competence.One of methods is to carry out in-service training.The results showed that there was a significant difference between the teacher's abilities at the beginning and after the training.Based on this, it can be concluded that it is the crucial one for teachers to be given ongoing training so that the learning process can take place optimally following existing developments.One of the designs that can be used is in-service training.
This training can be accessed by teachers without leaving their job as teacher during learning process in the classroom.

2 .
Implementation Stage The implementation stage is carried out, namely carrying out training designed face-to-face for 2 meetings and online for 2 meetings.The training is carried out in an integrative concept.Face-to-face activities are only held on Saturdays.The teacher comes to the training after giving assignments to students.Saturday is a time to improve the social aspects of students with various activities outside the classroom.

Figure 2 .
Figure 2. Postest Based on the table presented above, the highest post-test score is number 8. The result of the calculation is that the average score in the post-test group is 7, 55.The statistical calculations can be seen in the following table