Digital Training for the Development of Early Childhood Education Teachers' Painting Skills: A Case Study of Edu Pinting Malang City

Abstract

This research is motivated by the low painting skills of Early Childhood Education (PAUD) teachers in Malang City as well as the limitations of conventional training in terms of time, flexibility, and access. This study aims to examine in depth about: (1) the interaction between participants and trainers in the digital training process; (2) the role of trainers in the digital training process; (3) the digital training process for the development of skills and motivation of PAUD teachers; and (4) the benefits obtained by digital training participants in developing the skills and motivation of PAUD teachers. This research method uses a descriptive qualitative approach with a case study design. The research was carried out in Cluster XII of Lowokwaru District, Malang City, involving 28 PAUD teachers from 10 institutions as training participants, as well as two main informants, namely the training mentor and the Chairman of Group XII. Data collection techniques used participatory observation, in-depth interviews, and documentation. Data analysis was carried out through the interactive model of Miles, Huberman, and Saldaña which included data reduction, data presentation, and conclusion drawing and verification. The validity of the data was obtained through triangulation of sources and techniques, member checks, and observation diligence. The results of the study showed that: (1) The interaction between participants and trainers took place actively and collaboratively through offline meetings and WhatsApp groups, creating an egalitarian, participatory, and social-emotional learning atmosphere that supports increased learning motivation; (2) Trainers have a multidimensional role as facilitators who provide learning media and resources, motivators who provide psychological support and appreciation, and mediators who build collaborative interactions between participants; (3) The digital training process is carried out in stages through four main stages of preparation (identification of needs, preparation of materials, media preparation, and coordination), delivery of materials (live demonstrations and video tutorials), painting practice (application of 7 basic painting techniques on totebag and canvas media), and evaluation with a blended learning approach which reflects the characteristics of non-formal education, namely flexible, needs-based, and practice-oriented (learning by doing); (4) The benefits of digital training include improving painting skills (mastery of basic techniques, use of color, and development of creative ideas), increased motivation and confidence, learning flexibility that does not interfere with teaching tasks, and development of creativity in designing more interesting and innovative early childhood learning activities. This study concludes that painting-based digital training is effective in developing the skills and motivation of early childhood education teachers, with success largely determined by the quality of interaction, the role of the trainer as a facilitator-motivator, and the readiness of participants to adopt technology.