ANALYSIS OF TEACHERS' PERCEPTIONS AND READINESS REGARDING A PROJECT-BASED LEARNING (PJBL) DIGITAL MODULE ON LOCAL ECOSYSTEMS FOR CHILDREN 6–7 YEARS
Analisis Persepsi dan Kesiapan Guru terhadap Modul Digital IPAS Berbasis Project Based Learning (PjBL) Berorientasi Ekosistem Lokal bagi Anak Usia 6–7 Tahun
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no2.a11886Kata Kunci:
digital module, Project Based Learning, local ecosystem , teachers’ perceptionsAbstrak
This study aimed to analyze teachers’ perceptions and readiness for the implementation of a digital IPAS module based on Project Based Learning (PjBL) and oriented toward local ecosystems for children aged 6–7 years. The study employed a quantitative approach using a descriptive survey method. The participants consisted of 20 teachers selected through purposive sampling based on predetermined criteria, including experience in implementing the Merdeka Curriculum, teaching or integrating IPAS content, utilizing digital technology, and implementing project-based learning activities. Data were collected using a questionnaire developed based on the Technological Pedagogical Content Knowledge (TPACK) framework and measured using a five-point Likert scale. Data were analyzed descriptively using mean scores and percentages for each indicator. The findings showed that teachers’ overall perceptions and readiness were categorized as good, with an average percentage of 77.00%. The highest score was obtained for digital module design (86.00%), followed by ease of module use (83.00%), suitability of IPAS content (82.00%), and local ecosystem integration (81.00%). Meanwhile, teachers’ technological readiness obtained 75.00%, readiness to implement PjBL reached 68.00%, and facilities and time support obtained the lowest score of 64.00%. These findings indicate that teachers generally responded positively to the proposed digital IPAS module and perceived it as relevant, attractive, practical, and contextual. However, implementation readiness remains constrained by technological competence, the complexity of project-based learning, limited instructional time, and supporting facilities. Therefore, the development and implementation of digital IPAS modules should be accompanied by teacher capacity building, practical guidance for PjBL implementation, and adequate technological infrastructure. The findings provide an empirical foundation for developing digital learning resources that are interactive, contextual, and aligned with the learning needs of children aged 6–7 years.
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