Teacher’s Creative Model for Developing Child-Friendly Digital-Based Assignments in Indonesian Junior High Schools
Keywords:
Creative Model; Teachers; Developing Assignments; Child-Friendly; Digital-Based; Mathematic educationAbstract
This study aimed to explore and describe creative model of teachers in developing child-friendly digital-based assignments. The research method employed was design research with a development study type, involving 48 junior high school teachers selected through purposive sampling technique, namely innovative teachers who frequently used child-friendly digital-based assignments. Data collection was conducted through in-depth interviews, participant observation, and document analysis, which were then validated by triangulation of sources and methods. The results identified four creative model. Moreover, the imitation model was characterized by teachers copying existing digital assignments without significant changes to the format, activities, or child-friendly elements. The transition model showed changes in the context and procedure for completing the assignments, although the basic structure remained intact. During the analysis, the modification model comprised significant changes to the problem context and assignments structure without altering the essence of the completion procedure. The highest innovation was the construction model, where teachers formed entirely new and original problem contexts, solution procedures, and digital assignments structures. This was often in the form of interactive educational games that changed the level of challenge to non-routine problems and inspired critical thinking. The 48 teachers were evenly distributed across grades VII, VIII, and IX (16 teachers each). This study was carried out in Malang City labeled as an education city that supports digital learning innovation and these research findings own implicatoions for teacher professional development through tiered training towards the more creative, original, and child-friendly digital assignment practices.
https://doi.org/10.26803/ijlter.25.1.6
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