Evaluation of the Effectiveness of Technology-Based Learning Methods: A Case Study of Prospective Professional Teachers

Abstract

This study aims to evaluate the implementation of technology-based learning methods among prospective professional teachers in North Aceh, focusing on understanding, application, challenges, and effectiveness. A descriptive qualitative approach was employed, involving 152 prospective teachers as research subjects. Data were collected through questionnaires, observations, and documentation, and analyzed using thematic analysis. Questionnaire results indicated that 98.56% of prospective teachers had a strong understanding of technology-based learning, 84.87% were able to effectively apply technology in teaching, 85.74% faced significant challenges in technology-based learning, and 70.61% had an effective understanding of the technology-based learning process. Observations revealed that 72.59% had planned technology-based learning, 81.58% used technology extensively, 65.79% students interacted with technology, 69.74% teachers could manage classes well using technology, 94.96% believed technology had a positive impact on learning outcomes, and 86.18% were able to provide feedback and adjust teaching based on data. Despite its challenges, technology-based learning was considered effective in enhancing participation, comprehension of materials, and independent learning. Although prospective teachers showed good competence in integrating technology, there is a need for improved training and infrastructure support to optimize its implementation in education. This study is expected to provide insights for curriculum development to better prepare prospective teachers for the challenges of digital-era education.