Deep Learning Implementation and Teacher Readiness: A Correlational Study of Training Participation
DOI:
https://doi.org/10.31000/ceria.v15i3.16942Keywords:
Training Frequency, Teacher Readiness, Deep LearningAbstract
This study aims to examine the relationship between the frequency of training participation and the readiness of Early Childhood Education (PAUD) teachers in implementing the Deep Learning approach. Using a quantitative correlational design, the research involved 62 teachers from Gugus 1, Sumbersari District, Jember Regency, selected via incidental sampling. Data were collected through questionnaires and analyzed using descriptive statistics and the Spearman Rank correlation test. The findings indicate that most teachers (77%) fall into the moderate category for training frequency, while the majority (52%) demonstrate a high level of readiness. Statistical analysis yielded a correlation coefficient of 0.490 with a significance value of 0.000 (p < 0.05), indicating a significant positive relationship of moderate strength. These results suggest that higher participation in professional training correlates with increased teacher readiness for pedagogical innovation. The study highlights the necessity of continuous and structured professional development to bridge the gap between curriculum demands and classroom implementation.
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