STUDENTS' PERCEPTIONS OF THE USE OF TECHNOLOGY-BASED LEARNING MEDIA IN IMPROVING PEDAGOGICAL COMPETENCE

Abstract

Abstract

This study aims to analyze pre-service teachers' perceptions of technology-based learning media use in enhancing pedagogical competence. The research employed a mixed-method approach with sequential explanatory design. The population consisted of students from the Faculty of Teacher Training and Education at Kuningan University for the 2025/2026 academic year across 6 study programs, with 250 students selected through proportionate stratified random sampling. Research instruments included a validated Technology Acceptance Model based perception questionnaire and semi-structured interview guidelines. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. Results indicate that students have very positive perceptions toward the usefulness of technology-based learning media with mean score 4.28 and ease of use with score 4.15. Contribution to pedagogical competence shows high scores of 4.31, with the greatest contribution in designing innovative learning at 87.3% and developing teaching creativity at 84.6%. Significant differences in perceptions exist among study programs, with Elementary Teacher Education showing the highest perception. Main supporting factors include ease of information access, learning flexibility, and increased engagement, while inhibiting factors include infrastructure limitations, costs, and digital literacy gaps.

Keywords: student perception; technology-based learning media; pedagogical competence; pre-service teachers; Technology Acceptance Model