Interactive Learning Technology in Teacher Training: Effects on Teacher Performance and Professional Competence

Sabariah; Rufi’i; Adi Bandono; Supriyanto; Muhammad Yasfini Nur; Erika; Amalia Khasanah Marzuki

doi:10.56741/IISTR.jpes.002099

Authors

Sabariah
sabariah@unipasby.ac.id
Universitas PGRI Adi Buana Surabaya https://orcid.org/0009-0002-8215-2376
Rufi’i Universitas PGRI Adi Buana Surabaya https://orcid.org/0000-0001-6458-2431
Adi Bandono Universitas PGRI Adi Buana Surabaya https://orcid.org/0000-0002-1184-1273
Supriyanto Universitas Negeri Surabaya https://orcid.org/0000-0002-6867-6838
Muhammad Yasfini Nur Universitas PGRI Adi Buana Surabaya https://orcid.org/0009-0004-9929-3217
Erika Universitas PGRI Adi Buana Surabaya
Amalia Khasanah Marzuki Universitas PGRI Adi Buana Surabaya

Keywords:

Digital Pedagogy, Digital Literacy, Technology Acceptance, Vocational Education

Abstract

The increasing adoption of digital technologies in education has highlighted the need for effective teacher training to improve instructional quality and professional development. However, empirical evidence on the effectiveness of interactive learning technology in vocational teacher training remains limited. This study examines the influence of interactive learning technology on teacher performance and professional competence among teachers participating in training programs at the Technical Development and Vocational Skills Unit (UPT) in East Java, Indonesia. A quantitative approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with data collected from 156 teachers. The findings indicate that interactive learning technology positively enhances teacher performance, which subsequently contributes to the improvement of professional competence. Teachers' initial knowledge was identified as the strongest factor influencing both performance and competence. The study highlights the importance of integrating interactive digital technologies with teachers' prior knowledge to maximize the effectiveness of professional development programs. These findings contribute to the growing literature on technology-enhanced teacher development and provide practical implications for designing more effective vocational teacher training programs.

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Author Biographies

Sabariah, Universitas PGRI Adi Buana Surabaya

is a researcher affiliated with Universitas PGRI Adi Buana Surabaya, Indonesia, and serves as the corresponding author of this study. Her current scholarly work addresses interactive learning technology in teacher training, particularly its relationship with teacher performance and professional competence. Through this research, she contributes to discussions on technology-supported professional learning, instructional improvement, and the effective preparation of teachers for increasingly digital educational environments in Indonesia and comparable settings. (email: sabariah@unipasby.ac.id).

Rufi’i, Universitas PGRI Adi Buana Surabaya

is a lecturer in the Educational Technology master’s program at Universitas PGRI Adi Buana Surabaya, Indonesia. He holds academic backgrounds in building engineering education, statistics, civil engineering, educational research and evaluation, and educational technology. His expertise includes statistics, research methodology, educational evaluation, instructional design, and technology-supported learning. His publications examine constructivist learning, Universal Design for Learning, educational modules, student motivation, and innovation in higher education in diverse educational settings. (email: rufii@unipasby.ac.id).

Adi Bandono, Universitas PGRI Adi Buana Surabaya

is a lecturer in the Educational Technology master’s program at Universitas PGRI Adi Buana Surabaya, Indonesia. His academic work focuses on education, human resource development, e-learning innovation, and flexible learning. He has published studies on electronic learning systems and collaborative flexible-learning models, including applications in military higher education. His scholarly and professional activities reflect sustained engagement with educational technology, institutional learning improvement, teacher development, and digitally supported instruction. (email: adibandono@unipasby.ac.id).

Supriyanto, Universitas Negeri Surabaya

is affiliated with Universitas Negeri Surabaya, Indonesia, and contributes to research on interactive learning technology in teacher education. His current work examines how technology-supported training may influence teacher performance and professional competence. His academic interests include instructional improvement, professional learning, educational innovation, and the practical integration of digital tools into teacher-development programs. This research supports evidence-based approaches to strengthening teaching quality within contemporary educational environments in Indonesia. (email: supriyantosupriyanto@unesa.ac.id).

Muhammad Yasfini Nur, Universitas PGRI Adi Buana Surabaya

is affiliated with Universitas PGRI Adi Buana Surabaya, Indonesia. His work focuses on interactive learning technology and its contribution to teacher performance and professional competence. He is interested in professional learning, educational administration, technology integration, and institutional capacity development. Through collaborative research, he contributes a practice-oriented perspective to understanding how digitally supported training can strengthen teachers’ instructional abilities and improve the quality of educational services in Indonesia. (email: yasfini06@gmail.com).

Erika, Universitas PGRI Adi Buana Surabaya

is affiliated with Universitas PGRI Adi Buana Surabaya, Indonesia, and participates in research concerning interactive learning technology in teacher training. Her current scholarly interests encompass teacher performance, professional competence, technology integration, and educational innovation. Through collaborative research, she contributes to examining how digitally supported learning experiences can strengthen teachers’ knowledge and instructional practice. Her work supports continuing efforts to improve the relevance and effectiveness of professional teacher-development programs nationally. (email: erikamagistertep@gmail.com).

Amalia Khasanah Marzuki, Universitas PGRI Adi Buana Surabaya

is a master’s student in Educational Technology at Universitas PGRI Adi Buana Surabaya, Indonesia. Her work explores coding literacy, computational thinking, digital creativity, and instructional design, including low-code and no-code approaches to inclusive learning innovation. She has also received recognition in student essay and creative-writing competitions. Her academic interests center on applying educational technology to foster creative, accessible, and sustainable learning practices in schools and teacher education. (email: amiliamarzuki83@gmail.com).

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