EVALUATING THE SINDARA WEBSITE'S MESSAGE DESIGN FOR PRIMARY TEACHER PROFESSIONAL DEVELOPMENT

Abstract

This study aims to analyze the message design of the SINDARA website (Integrated Teacher Data and Information System), a digital platform developed by the Ministry of Primary and Secondary Education to support the professional development of elementary and junior high school teachers. The study employed a qualitative content analysis approach using a multilayered evaluation rubric. The website’s message design was evaluated based on the communication theories of Shannon–Weaver, Schramm, Berlo’s SMCR model, and Pettersson; Mayer’s Cognitive Theory of Multimedia Learning (12 principles); Dual Coding Theory; Cognitive Load Theory; principles of infology and infographics; and the principles of Universal Design for Learning (UDL). The analysis utilized a five-dimensional assessment rubric with a four-point scale applied to seven main pages of the SINDARA website. The findings indicate that the SINDARA website demonstrates strengths in visual hierarchy and information clarity, particularly on the PKGSD-MBI page (mean = 3.50). However, significant weaknesses were identified in the accessibility of dynamic content, the consistency of verbal messages, and the implementation of the Coherence Principle. This study formulates nine instructional message design principles that can be implemented in similar educational digital platforms in Indonesia, while also contributing to the literature on instructional message design for government educational digital platforms.