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Lecturers' Perceptions and Readiness to Implement the HOT-Teach Learning Model Supported by Digital Smart Book for Microteaching Courses

Tekno - Pedagogi : Jurnal Teknologi Pendidikan · Vol. 16 No. 4 (2026) · hlm. 83–98

DOI
10.22437/teknopedagogi.v16i4.58748
ISSN
2715-7415, 2088-205X
Terbit
2026-08-24
Penerbit
Program Magister Teknologi Pendidikan Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The study explores lecturers' perceptions and readiness toward implementing the HOT-Teach learning model supported by digital smart books in Microteaching courses for prospective teachers. Using a descriptive qualitative research design, data were collected from six lecturers at the Faculty of Teacher Training and Education, Universitas Baturaja, through semi-structured interviews analyzed using Miles, Huberman, and Saldaña's qualitative analysis procedures. The findings reveal that lecturers hold consistently positive perceptions of HOT-Teach across eight dimensions: conceptual quality, practicality, benefits for students, impact on lecturers, technological readiness, technological barriers, pedagogical readiness, and motivational readiness. Lecturers recognized the model as theoretically coherent, innovative, and aligned with higher-order thinking skills (HOTS) development objectives. They identified substantial student benefits including enhanced critical thinking, creativity, collaboration, and reflection. Regarding readiness, lecturers demonstrated willingness to redesign instructional components, moderate-to-good confidence in using digital tools, and strong motivation grounded in professional values and student benefit. However, implementation requires substantial preparation time, higher facilitation skills, and institutional support including professional development, technical resources, and teaching load adjustments. The study concludes that lecturers possess both positive perceptions and substantial readiness to adopt HOT-Teach, positioning them as capable agents of pedagogical innovation. Success depends on creating systemic conditions institutional policies, professional development, and technical support that sustain individual readiness and enable effective implementation in teacher education contexts.

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21 penulis · 39 tautan kepenulisan bersama · 8 lintas organisasi

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  • Universitas Baturaja
  • Yogyakarta State University
  • Universitas Nahdlatul Ulama Lampung
  • State University of Makassar
  • Lampung University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Leni PebriantikaUniversitas Baturaja8
Iskandar IskandarState University of Makassar1
Iskandar IskandarAfiliasi tidak diketahui1
Irma AyuwantiYogyakarta State University1
Pixyoriza PixyorizaLampung University1
Nikki Tri SakungAfiliasi tidak diketahui1
Lusi Permata Amira PutriAfiliasi tidak diketahui1
Amalia Riezka MindieAfiliasi tidak diketahui1
Astri Rully RizkyAfiliasi tidak diketahui1
Betty AprianahAfiliasi tidak diketahui1
PitriyantiAfiliasi tidak diketahui1
Sri HartatikAfiliasi tidak diketahui1
Ferbriani WijayaAfiliasi tidak diketahui1
Ina RinangkitAfiliasi tidak diketahui1
Dewi AprianiUniversitas Baturaja1
Yamanto IsaUniversitas Baturaja1
Herman Dwi SurjonoYogyakarta State University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/pedagogi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Lecturers' Perceptions and Readiness to Implement the HOT-Teach Learning Model Supported by Digital Smart Book for Microteaching Courses</dc:title>
	<dc:creator xml:lang="en">Qosim, Arief</dc:creator>
	<dc:creator xml:lang="en">Susila, Heni Rita</dc:creator>
	<dc:creator xml:lang="en">Ningsih, Sulia</dc:creator>
	<dc:creator xml:lang="en">Wahidah, Nina Ikhwati</dc:creator>
	<dc:subject xml:lang="en">Digital Smart Book</dc:subject>
	<dc:subject xml:lang="en">Higher-order Thinking Skills</dc:subject>
	<dc:subject xml:lang="en">Lecturer Readiness</dc:subject>
	<dc:subject xml:lang="en">Pedagogical Innovation</dc:subject>
	<dc:subject xml:lang="en">Teacher Education</dc:subject>
	<dc:description xml:lang="en">The study explores lecturers' perceptions and readiness toward implementing the HOT-Teach learning model supported by digital smart books in Microteaching courses for prospective teachers. Using a descriptive qualitative research design, data were collected from six lecturers at the Faculty of Teacher Training and Education, Universitas Baturaja, through semi-structured interviews analyzed using Miles, Huberman, and Saldaña's qualitative analysis procedures. The findings reveal that lecturers hold consistently positive perceptions of HOT-Teach across eight dimensions: conceptual quality, practicality, benefits for students, impact on lecturers, technological readiness, technological barriers, pedagogical readiness, and motivational readiness. Lecturers recognized the model as theoretically coherent, innovative, and aligned with higher-order thinking skills (HOTS) development objectives. They identified substantial student benefits including enhanced critical thinking, creativity, collaboration, and reflection. Regarding readiness, lecturers demonstrated willingness to redesign instructional components, moderate-to-good confidence in using digital tools, and strong motivation grounded in professional values and student benefit. However, implementation requires substantial preparation time, higher facilitation skills, and institutional support including professional development, technical resources, and teaching load adjustments. The study concludes that lecturers possess both positive perceptions and substantial readiness to adopt HOT-Teach, positioning them as capable agents of pedagogical innovation. Success depends on creating systemic conditions institutional policies, professional development, and technical support that sustain individual readiness and enable effective implementation in teacher education contexts.</dc:description>
	<dc:publisher xml:lang="en">Program Magister Teknologi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2026-08-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/pedagogi/article/view/58748</dc:identifier>
	<dc:identifier>10.22437/teknopedagogi.v16i4.58748</dc:identifier>
	<dc:source xml:lang="en">Tekno - Pedagogi : Jurnal Teknologi Pendidikan; Vol. 16 No. 4 (2026): Tekno-Pedagogi; 83-98</dc:source>
	<dc:source>2715-7415</dc:source>
	<dc:source>2088-205X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/pedagogi/article/view/58748/25404</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Arief Qosim, Heni Rita Susila, Sulia Ningsih, Nina Ikhwati Wahidah</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>