Development of a Training Curriculum Structure to Improve ICT Competencies of Teachers in Primary Schools

Possessing ICT skills for learning was a necessity for primary schools teachers in accordance with the requirements of current development and Education 4.0. This multi-year research had entered its third year in which it sought to discover information about the types of ICT training materials that were appropriate for the needs of teachers in primary schools and development of effectiveness of an ICT training curriculum structure. This research employed a descriptive survey design. The sample included 30 teachers in primary schools from 12 regions with different school characters in Sumedang Regency, West Java. The findings of this research showed an overview of a gap between teachers who had capabilities in utilizing ICT and teachers who needed to develop their capabilities in utilizing ICT through a practice. In attempting to mediate this gap, this research designed an ICT training curriculum structure that was appropriate for the needs of teachers in primary schools.

Nowadays, classroom is not limited to certain rooms.More than that, the presence of Information and Communication Technology (ICT) devices allows the interaction of students and teachers to occur without being narrowed by space and time.
Good classroom management at the primary school level in Indonesia is directed to integrate ICT tools in the learning activities.The use of ICT devices in learning activities in primary schools starts [22] from the stages of planning, implementing, and evaluating (Sabanci, 2014).
In connection with the use of ICT for learning, a multi-year research showed that in 2015 only 13% of primary school teachers in rural areas in Sumedang District used ICT for learning activities.The problem of understanding and skills in utilizing ICTs did not only occur in primary school teachers in rural areas but also occurred in teachers in urban areas.In 2017, the results of research in urban areas in Sumedang Regency showed that only 39% of primary school teachers had accustomed to using ICT for learning.
Problems in the use of ICTs for learning activities were allegedly and indeed become a problem for teachers' working culture.This problem was not merely caused by the lack of the teacher's skills to use ICT, but also not accustomed to carry out learning using ICT.
Having competency in implementing ICTbased learning has become a necessity for primary school teachers in Indonesia.Second, collecting data to analyze the details of the teacher's task in utilizing ICT for learning in primary school; Third, determining the skills that had been and had not been mastered by the respondents.The result of data processing of teacher competency gap is presented in Table 2 below.Material 9: Learning Using Audiovisual Media Furthermore, it is also necessary to practice simulation for learning using audiovisual media for learning at the primary school level.The theory and practice of this material will require 4 hours training.

Material 10: Learning Using Multimedia
In addition to audiovisual media, interactive multimedia is also required to be mastered.In this material, the theory and practice of using multimedia for learning will be presented in 4 hours training.

Material 11: Internet as a Learning Resource
As additional material, the internet will be discussed as a learning resource.In this material, participants will be led to understand the internet as an information center that can be developed for learning in primary schools.This material will be presented in the form of theory that requires 2 hours training.

Material 12: Social Media for Educational Communication
Social media presence eases teachers' communication with students, parents and other teachers.This material will discuss the selection of appropriate social media and how it will be used for communication activities in education.This material will be presented in the form of theory and will require 2 hours training.

Curriculum Structure of ICT Training
The

Supporting Material Group
This is additional material that will equip No. 14 of 2005 on Teachers and Lecturers in Chapter IV article 10 paragraph 1, and are explained in the Regulation of the Ministry of National Education No. 16 of 2007.Hence, it is expected that all teachers should have good classroom management skills.Good classroom management will increase the effectiveness of learning activities and students' learning outcomes.Research by education experts in several developed countries such as Finland, Japan, and China showed that good classroom management would improve good learning outcomes of students in primary schools because the class is one of the places to develop attitudes, knowledge, an ideal training curriculum always begins with a process of needs analysis.The needs analysis in this research aims at finding the gap between the skill to use ICT that had been and had not been mastered by the teachers.Therefore, the determination of good training material was in accordance with the training participants' needs because the training would be meaningful to the participants if it was in accordance with what they needed.This is similar to what was conveyed by Vatanartiran (2015) that needs analysis is an introduction to the success of training, which lead the direction of training planning.Moreover, ICT skills training for teachers must be in accordance with the conditions of the teacher where they are not in the same age (Ghavifekr & Rosdy, 2015).Needs analysis in this research was conducted by processing questionnaire based on the UNESCO's teachers' ICT skills.
There were 12 training materials compiled in the training curriculum for teacher to master ICT competencies, as follows: Material 1: The Utilization of ICT for Education and Learning The government policies regarding the use of ICT in education and learning will be discussed in general.It will require 2 hours training to explain ICT frameworks and implementation that can be integrated into learning by teachers at the primary school level.out information that can be received and information to be ignored.Information literacy that will be discussed in this material refers to how to collect important information for students and educators that can be used as learning material in the classroom.This information literacy material will require 2 hours training presented in the form of theory or lecture.Material 3: Media Literacy in Primary Schools Basically, learning activities can present any media as an intermediary for teachers with students to facilitate the achievement of learning objectives.Nowadays, the rapid developments of media (visual, audio, audiovisual) that can be used in learning require the teacher to be more creative in choosing the right one to be brought into the classroom.This material will help participants to be more literate about the right learning media at the primary school level.This material will require 2 hours training presented in the form of theory or lecture.Material 4: Digital Literacy in Primary Schools The developing digital media this time requires teachers to be digitally-literate because the learning media used today are more directed at digitalization.In addition to learning activities, teacher administration and teacher coordination with other teachers or with other schools should also use digital media.This material will require 2 hours training presented in the form of theory or lecture.This material will teach the use of a word processing program to compile a good and correct lesson plan.This material will be presented in the form theory and practice that will require 3 hours training.Material 6: ICT for the Development of Learning MaterialsPlanning learning materials, searching through search engine programs on the internet, printing, and making the flow of explanation will be discussed in this material.This material will be presented in the form of theory and practice and will require3 hours training.Material 7: ICT for Making Learning Media After lesson plans and material are arranged, then ICT-based interesting learning media can be made by utilizing ICT devices and the Internet.This material will be presented in the form of theory and practice and require 6 hours training.Material 8: The Utilization of ICT for Learning Implementation in Primary Schools It is necessary to do ICT-based practice and learning simulation.This material will discuss how to implement ICT-based learning at the primary school level and will be presented in the form of theory and practice.This material will require 3 hours training.
ICT training curriculum was structured based on the teachers needs that had been analyzed to obtain the competency and material standards needed by the [28] training participants.The next stage of training curriculum development is to design the structure of the curriculum and complete it with information on the weight or duration of the training activities in each material so that it can be used as be developed in general is the presence of several training activities as presented by Print (1993, pp.127) in his book that there must be at least lectures, question and answer, discussion, group work, and practice in adult learning activities.The following is the structure of the ICT training curriculum for primary school teachers who are also being prepared for publication on Journal of Physics: Conference Series (A A Syahid, in Press).
of ICT for education and learning, especially at the primary school level.It will focus on the utilization of ICT for education and learning.Core Material GroupThis will contain the main topics to be learned in the training, which are related to the use of ICT for teachers ranging from planning the lesson to the implementation of learning.The core material consists of nine subjects: (1) information literacy in primary schools, (2) media literacy in primary schools, (3) digital literacy in primary schools, (4) ICT for preparing lesson plans (RPP), (5) ICT for developing learning materials, (6) ICT for making learning media, (7) The utilization of ICT for learning implementation in primary schools, (8) learning using audiovisual media, and (9) learning using multimedia.
participants with additional knowledge related to the subject matter of the training.There will be two training subjects, namely: (1) internet as a source of learning, and (2) social media educational communication.All of the materials will be carried out with two types of training activities: lectures on will begin with lecture, but not all of them will need practice.The practice will be on materials that require direct contact with the skills of using ICT, including ICT for preparing lesson plans, ICT for developing learning materials, making ICT-based media, and teaching simulation using ICT devices.DISCUSSIONThis development of an ICT training curriculum was an effort to improve teacher competence, especially pedagogical competencies in effective classroom management practices in primary schools.Each type of training was expected to be able to provide maximum skill development for the participants.Therefore, the planned training activities were analyzed as deep as possible so that they will be effective and in accordance with the needs of the participants.The activity of designing effective training began with a needs analysis, hence, of ready-to-use products and in accordance with the needs of participants (Wentling, 1994).This research contributes to the scientific product of research in the form of structural design of training curriculum for only measured the level of ICT skills in teachers.In contrast, this research actually employed the ICT competency framework of UNESCO as a reference in developing training materials.In general, there are six aspects of ICT competence from the UNESCO ICT Framework for Teacher.However, in research, the six aspects were modified and combined with aspects because they had the same character as follows: (1) ICT in education.This aspect included the teacher's understanding of government policies in the utilization of ICT in the field of education.It was expected that teachers were able to translate these policies to be implemented in effective and conducive learning activities.(2) Pedagogy, Curriculum, and Assessment.This aspect included the teachers' skills in the utilization of ICT in planning, preparation of learning strategies, media development, curriculum development, management of the learning environment, assessment, and utilization of ICTs for students with special needs.(3) ICT Tools.This aspect included the competence of teachers in the utilization of ICT equipment, both used for multimedia, internet, audiovisual media, and ICT for administrative learning needs.(4) Organization and Administration.This aspect was related to the teachers' skill to integrate ICTs for learning administration management, selfdevelopment, and as a means of developing teacher professionalism.The positive implications of the formation of an ICT training curriculum will provide an effective design of training activities.The next activity that can be done after the formation of this curriculum is to prepare other administrative tools, such as training syllabus, training event unit (SAP, needs of the teacher.The curriculum structure compiled in this research is considered suitable to improve ICT skills for primary school teachers because it was developed based on teacher needs through in-depth analysis and data processing and discussions with curriculum development experts.

Table 1 .
Characteristics of Research Respondents.
After analyzing a number of studies on the use of ICTs for learning in primary schools, it is found that several studies showed the similar agreement on the need of teachers' good ICT skills for learning.Uluyol & Şahin (2016) examined 101 primary school teachers in Turkey.The results showed that there was a need to increase motivation to use ICT for teachers because primary school students in parts of Europe and Asia needed ICT-based media support for learning.Therefore, ICT training for teachers is considered as an effective solution to improve the competence (Uluyol & Sahin, 2016).In line with that, another research conducted by Law et al. of (1) questionnaire analysis of teacher work, (2) questionnaire analysis of teacher assignments, and (3) gap identification sheet.In addition to questionnaire instruments, interviews and observations were also used to test and analyze the results of the respondents' answers to the questionnaire.The data were collected in six months in the following procedure: .First, collecting teachers' task analysis in utilizing ICT for Aah Ahmad Syahid, Isrok'atun & Dadan Nugraha, Development of a Training Curriculum Structure… [24] learning, in which the research instruments were developed based on the UNESCO ICT Framework for Teacher guidelines;

Table 2 .
Teacher Competency Gap in ICT Utilization.
ICT Competency

Framework for Teachers NT * DNT ** Aspect of understanding ICT in education
a. Mastering the theory/definition of ICT competencies in education  b.Mastering the latest policies related to the utilization of ICT for education  c.Mastering the principles of using ICT in education 

Table 4 .
Details of ICT Training Materials.

Table 5 .
Curriculum Structure Design of ICT Training.