Experimental Evidence on Blended Training for Facilitating Deep Learning and Innovative Professional Development in Indonesia’s Hinterland Education Context
Abstract
This study investigates the effectiveness of blended-based professional development in enhancing teachers’ competencies for implementing Deep Learning pedagogies in Indonesia’s hinterland educational contexts. The study addresses a critical gap in teacher professional development, particularly in geographically disadvantaged regions where access to sustainable and technology-supported training remains limited. Employing a mixed-methods approach with an exploratory sequential design, the research integrates qualitative exploration and quantitative validation to obtain comprehensive insights into the implementation of blended-based training. Preliminary data were collected from 3,520 teachers through surveys and interviews, followed by an experimental study involving 37 prospective teacher facilitators who participated in intensive blended training programs. The findings demonstrate that blended-based training significantly improves teachers’ competencies in designing adaptive lesson plans, implementing student-centered instructional practices, integrating learning technology, and understanding Deep Learning principles. Statistical analysis using paired sample t-tests revealed significant improvements across all competency dimensions after the training intervention (p < 0.05). The study further reveals that blended-based training promotes innovative learning practices, strengthens teachers’ digital pedagogical literacy, and supports progressive educational transformation in remote learning environments. This study contributes theoretically to the literature on technology-enhanced professional development and Deep Learning implementation in remote educational settings. Practically, the findings provide strategic implications for policymakers and educational institutions in designing adaptive, scalable, and context-sensitive teacher training models that support equitable and sustainable educational development in geographically diverse regions.
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