Among 60 Indonesian pre-service elementary teachers after two months of collaboration through an LMS and Google Workspace, a five-domain questionnaire showed corrected item–total correlations of at least 0.30 and Cronbach's alpha of 0.82–0.88 by domain and 0.96 overall. Self-reported collaboration was high and did not differ by gender, region or age, but the absence of baseline and control data prevents a causal claim about digital learning.
Key findings
- All items met the corrected item–total threshold of 0.30. Domain alpha ranged from 0.82 to 0.88 and total alpha reached 0.96; mean domain scores were 4.26–4.33. Tests found no demographic differences at p>0.05, but non-significance is not proof of equivalence, especially in a small sample.
Why this matters globally
Teacher education needs to assess both tool use and the quality of collaboration. The instrument covers interdependence, accountability, interaction, interpersonal and conflict skills, and group reflection, providing a basis for cross-language and cross-country validation.
Thai researcher contribution
Sofia Haratee of Prince of Songkla University collaborated with the State University of Malang, connecting Thailand to regional digital teacher-education research. All 60 participants were based in Indonesia.
Limitations to consider
The sample comprises two purposively selected classes from one institution and relies on post-only self-report. There is no baseline, control group or behavioural assessment. The very high total alpha may signal item redundancy, and factor structure, test–retest reliability and predictive validity remain untested.