Designing digital teaching materials for meaningful science instruction: Enhancing pedagogical competence in elementary education

Abstract

Pedagogical competence is a fundamental requirement for ensuring effective and meaningful learning in elementary education. However, many teachers still experience difficulties in designing engaging science instruction supported by structured digital resources. This study aimed to develop and evaluate digital teaching materials grounded in a deep learning approach and enriched with Tamansiswa educational values to enhance teachers’ pedagogical competence. The research employed a developmental design using the ADDIE framework: analysis, design, development, implementation, and evaluation. Data were gathered through interviews, observations, questionnaires, and pedagogical competence tests involving prospective and practicing teachers. Qualitative and quantitative descriptive analyses were applied to examine the product’s feasibility, practicality, and effectiveness. The resulting materials emphasize meaningful, mindful, and joyful learning experiences while incorporating activities aligned with Tamansiswa principles such as observing, imitating, and innovating to support holistic learning processes. Expert validation indicated a high level of feasibility (83.5%), and practicality testing showed very strong usability (91.97%). Implementation results demonstrated a substantial improvement in teachers’ pedagogical competence, with average scores increasing from 43.27 to 81.30 in limited trials and from 44.88 to 84.90 in broader implementation. These findings suggest that culturally grounded digital teaching materials can function as an effective bridge between technological integration and pedagogically sound science instruction in elementary classrooms.