Wuryaningsih, Dewi H. Susilastuti, Muhadjir Darwin, Adi Cilik Pierewan
Promoting the reform of teacher professional development (TPD) in the digital era using web-based learning (online and blended learning) appears to be a great innovation in improving teachers skills using technology through computers and Internet networks. Some research revealed that online learning on TPD influences on improving teacher performance; however, the effect had no better results compared to traditional learning. Hence, this study evaluating the policy by examining the effects of web-based learning model, i.e., online and blended learning, and face to face approach on the scores achieved in teacher training. The study adopted the quasi-experimental design with pre-post non-equivalent group design of the intact teacher training program. The participants were 427,189 teachers covering all school levels in Indonesia. Findings suggest that the web-based learning model is more effective in teacher achievement than the f2f, while the female tends to be better than male. Hence, digital constraint is not an obstacle for the teacher in the webbased model. Interestingly, blended learning that emerged as a new trend in elearning proved to be quite promising. These findings provide considerations for the development of a policy for an appropriate TPD model for teachers at different levels. © 2019 Kassel University Press GmbH.
Centre for the Development and Empowerment of Educators and Educational Personnel of Art and Culture, The Ministry of Education and Culture of Indonesia, Yogyakarta, 55581, Indonesia; Graduate School of Universitas Gadjah Mada, Center for Population and Policy Studies, Universitas Gadjah Mada, Yogyakarta, 55281, Indonesia; Faculty of Social Science, Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia
