The effectiveness of the lentera learning model to improve pedagogical competence with the covariable of intensity of involvement in science learning in early childhood teacher education program

Abstract

The lack of pedagogical competence and involvement in early childhood teacher education programs in science learning is influenced by several factors. A monotonous learning model is one such factor that affects the learning process, making it less engaging and diminishing motivation. Therefore, a new learning model that incorporates research results as study material in lectures is necessary. Researchers have developed the Literacy and Research Exploration in Learning (LENTERA) learning model to address this issue. This study aims to evaluate the effectiveness of the LENTERA learning model in enhancing pedagogical competence, considering the intensity of involvement in science learning among students in early childhood teacher education programs. The research employed a quasi-experimental design with a single-factor independent group and covariates. The trial involved 64 students, and data collected included pedagogical competence and the level of involvement in science learning. Data collection was conducted using testing techniques, and the analysis involved descriptive statistics. Inferential statistical analysis, specifically covariance analysis, was used to test the hypothesis. The results indicate that the LENTERA learning model effectively improves pedagogical competence among early childhood teacher education students, with the intensity of involvement serving as a significant supporting factor.