CURRICULUM ALIGNMENT AND ELECTRONIC SERVICE QUALITY AS PREDICTORS OF PRE-SERVICE TEACHERS' DIGITAL COMPETENCE
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9253Keywords:
Curriculum Alignment, Electronic Service Quality, Digital Competence, DigCompEdu, Pre-service Teacher EducationAbstract
The rapid digital transformation of education has heightened the need to develop digital competencies among pre-service teachers so they can teach effectively using technology. However, empirical evidence regarding how institutional conditions facilitate this competency development remains limited, particularly within the context of the Pre-service Teacher Professional Development Program (PPG Calon Guru) in Indonesia. This study examines the predictive relationships among curriculum coherence, e-service quality, and pre-service teachers' digital competence using the DigCompEdu framework. A cross-sectional quantitative survey was conducted with 267 students, selected via simple random sampling from a pool of 550 pre-service teachers in the Class of 2025 at Universitas Negeri Malang. Data were collected using a structured questionnaire, and analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The results indicate that curriculum coherence is the strongest predictor of digital competence (β = 0.759; t = 26.276; p < 0.001), while e-service quality also demonstrates a positive and significant predictive relationship (β = 0.168; t = 5.324; p < 0.001). Together, these two institutional factors explain 74.8% of the variance in digital competence (R² = 0.748), indicating high model explanatory power. These findings suggest that the implementation of a coherent curriculum and high-quality digital educational services is essential for enhancing pre-service teachers' digital competence. This study contributes to the literature by providing empirical evidence that curriculum coherence and digital service quality jointly determine digital competence, and it offers practical recommendations for improving curriculum management and Learning Management System (LMS) services in teacher education.
References
Adhani, A., & Nursia, N. (2024). Pre-service Biology Teachers’ Digital Competences Profile. Jurnal Pendidikan Indonesia Gemilang, 4(1), 54–66. https://doi.org/10.52889/jpig.v4i1.355
Bashori, B., Novebri, N., & Prasetyo, M. A. M. (2024). Pembelajaran Daring di Lembaga Pendidikan dan Tenaga Kependidikan: Analisis Efektivitas Penggunaan Learning Management System Space. POTENSIA: Jurnal Kependidikan Islam, 10(1), 1. https://doi.org/10.24014/potensia.v10i1.29981
Biggs, J. (1996). Enhancing Teaching Through Constructive Alignment. Higher Education, 32, 347–364. https://doi.org/https://doi.org/10.1007/BF00138871
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Mc Graw Hill. https://archive.org/details/teachingforquali0000bigg
Direktorat PPG. (2025). PPG Calon Guru 2025 - Direktorat Pendidikan Profesi Guru (PPG). https://ppg.kemendikdasmen.go.id/ppg-calon-guru-2025
Dirjen GTK. (2022). Kurikulum Program Pendidikan Profesi Guru Prajabatan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) Third Edition. SAGE Publications.
Hidayat, M. L., Hariyatmi, Astuti, D. S., Sumintono, B., Meccawy, M., & Khanzada, T. J. S. (2023). Digital competency mapping dataset of pre-service teachers in Indonesia. Data in Brief, 49. https://doi.org/10.1016/j.dib.2023.109310
Imamuddin, M., Isnaniah, I., Hadini, H., Dewi, M. P., & Charles, C. (2024). Optimizing Student Learning Outcomes in Higher Education: The Efficacy of Learning Management Systems (LMS). Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(1), 216–225. https://doi.org/10.33650/al-tanzim.v8i1.6783
OECD. (2025a). Education Policy Outlook 2025: : Nurturing Engaged and Resilient Lifelong Learners in a World of Digital Transformation. OECD Publishing. https://doi.org/10.1787/c3f402ba-en
OECD. (2025b). Trends Shaping Education 2025. OECD Publishing. https://doi.org/10.1787/ee6587fd-en
Parasuraman, A., Zeithaml, V. A., & Malhotra, A. (2005). E-S-QUAL a multiple-item scale for assessing electronic service quality. Journal of Service Research, 7(3), 213–233. https://doi.org/10.1177/1094670504271156
Perdirjen GTK Nomor 441 Tahun 2024 Tentang Pedoman Penyelenggaraan PPG, Pub. L. Manual.441/B/HK.03.01/2024 (2024). https://ppg.kemendikdasmen.go.id/news/category/kep-dirjen
Purwasih, D., Matakupan, S., Wiradika, I. N., Zakwandi, R., Wilujeng, I., & Wiyarsi, A. (2024). Kilas PPG Prajabatan.
Rahim, F. R., & Yustiana, Y. R. (2023). Perception of Pre-Service Teachers Regarding Digital Competencies in Indonesia. Jurnal Pendidikan Fisika, 11(2), 225–240. https://doi.org/10.26618/jpf.v11i2.10879
Redecker, C., & Punie, Y. (ed). (2017). European Framework for the Digital Competence of Educators: DigCompEdu. https://doi.org/10.2760/159770
Rizki, I. A., Sunarti, T., & Salsabila, N. F. (2024). A case study of how digital competencies affect Pre-Service Physics Teachers’ Professional growth: Realizing SDG 4. E3S Web of Conferences, 513. https://doi.org/10.1051/e3sconf/202451304007
Sari, Z. N., Oktaviani, H. I., & Kusuma, P. W. F. (2025). Penyamaan Persepsi Guru dalam Pengembangan Mentoring Skills Berbasis LMS untuk Pembimbingan Mahasiswa PPL PPG Prajabatan. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 10(3), 89–97. https://doi.org/10.17977/jptpp.v10i3.25748
Shalihah, R., & Syafryadin, S. (2023). In-service ELT Teachers’ Perception on Learning Management System (LMS) Implementation during Teacher Educational Education Program (PPG). Edu-Ling: Journal of English Education and Linguistics, 6(2), 175–181. https://doi.org/10.32663/edu-ling.v6i2.3343
Tondeur, J. (2018). Enhancing Future Teachers’ Competencies for Technology Integration in Education: Turning Theory into Practice. International Journal of Media, Technology and Lifelong Learning, 14(2). https://doi.org/https://doi.org/10.7577/seminar.2981
Tondeur, J., Howard, S. K., & Yang, J. (2021). One-Size Does Not Fit All: Towards An Adaptive Model to Develop Preservice Teachers’ Digital Competencies. Computers in Human Behavior, 116. https://doi.org/10.1016/j.chb.2020.106659
Tondeur, J., Trevisan, O., Howard, S. K., & van Braak, J. (2025). Preparing Preservice Teachers to Teach with Digital Technologies: An Update of Effective SQD-Strategies. Computers and Education, 232. https://doi.org/10.1016/j.compedu.2025.105262
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
Wahid, A., Afni, N., Saransi, F., Hastati, S., Kaddas, B., Jumrah, A. M., & Rahmawati, R. (2025). Pelatihan Pengembangan Teknologi Baru dalam Pengajaran dan Pembelajaran Melalui Aplikasi LMS Mahasiswa PPG Universitas Islam Makassar. Community Development Journal : Jurnal Pengabdian Masyarakat, 6(1), 2225–2229. https://doi.org/10.31004/cdj.v6i1.44288
Wardhana, A. (2024). Model Pengukuran E-Service Quality (E-S Qual). In M. Pradana (Ed.), Service Quality & e-Service Quality in The Digital Edge (pp. 172–230). Eureka Media Aksara. https://www.researchgate.net/publication/384661017_MODEL_PENGUKURAN_E-SERVICE_QUALITY
Yuvita, Y., Husain, A., Sulistyawati, A. E., Meiristiani, N., Fatimah, E., & Sunmud, S. (2023). Assessing the digital literacy competence of pre-service English teacher in Indonesia and Thailand. Journal of Education and Learning (EduLearn), 17(4), 604–612. https://doi.org/10.11591/edulearn.v17i4.20910
.png)
