Improving Teacher Competence in Managing Digital-Based Learning in Junior High School

Imam Apriyadi

Penulis

Imam Apriyadi Universitas PGRI Palembang Author

Kata Kunci:

Teacher Competence , Digital Learning , Educational Technology , Training , Junior High School.

Abstrak

This research aims to analyze the efforts to improve teacher competence in managing digital-based learning at SMP N 3 Sungai Rotan. The study employed a descriptive qualitative method, which sought to provide a detailed description of the increase in teacher competence in utilizing digital technology in the learning process. Data collection tools included interviews, observation, and documentation, which were administered to teachers, students, and school officials to obtain valid data on the implementation of digital-based learning. The findings indicate that training and the utilization of digital technology in the classroom significantly enhance teachers' ability to design, implement, and evaluate digital-based learning. Furthermore, there was an increase in student participation in a more interactive and engaging learning process. The application of a technology-based approach at SMP N 3 Sungai Rotan provides new insights into the importance of developing teacher competence in managing digital-based learning in junior high schools, and the relationship between technology and improving the quality of learning.

Referensi

Bond, M. (2020). Facilitating student engagement through educational technology. Educational Technology Research and Development, 68(5), 1–25. https://doi.org/10.1007/s11423-020-09824-x

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, 50. https://doi.org/10.1186/s41239-021-00282-x

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage. https://us.sagepub.com/en-us/nam/thematic-analysis/book273298

Caena, F., & Redecker, C. (2021). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu). European Journal of Education, 56(3), 352–369. https://doi.org/10.1111/ejed.12479

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Candela, A. G. (2023). Exploring the function of member checking. The Qualitative Report, 28(3), 676–691. https://doi.org/10.46743/2160-3715/2023.5708

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2021). The use of triangulation in qualitative research. Oncology Nursing Forum, 48(4), 409–416. https://doi.org/10.1188/21.ONF.409-416

Creswell, J. W., & Poth, C. N. (2021). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book246896

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2021). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Dexter, S., & Richardson, J. W. (2020). What does technology integration research tell us about the leadership of technology? Educational Management Administration & Leadership, 48(1), 3–18. https://doi.org/10.1177/1741143219879704

Eickelmann, B., Bos, W., & Labusch, A. (2021). The digital divide in schools: International perspectives from the ICILS study. Computers & Education, 168, 104196. https://doi.org/10.1016/j.compedu.2021.104196

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world: IEA international computer and information literacy study 2018 international report. Springer. https://doi.org/10.1007/978-3-030-38781-5

Ghomi, M., & Redecker, C. (2020). Digital competence of educators: A review of frameworks and models. Education and Information Technologies, 25, 1–23. https://doi.org/10.1007/s10639-019-09947-9

González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Computers & Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020

Hamilton, L., & Finley, L. (2020). Qualitative methods in educational research. Educational Researcher, 49(8), 1–9. https://doi.org/10.3102/0013189X20963606

Heil, J., & Ifenthaler, D. (2023). Teachers’ acceptance of educational technology: A meta-analysis. Educational Technology Research and Development, 71, 1–19. https://doi.org/10.1007/s11423-023-10218-3

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2022). Profiling teachers’ readiness for online teaching and learning in higher education. Computers in Human Behavior, 128, 107117. https://doi.org/10.1016/j.chb.2021.107117

Instefjord, E. J., & Munthe, E. (2020). Educating digitally competent teachers. Teaching and Teacher Education, 89, 103001. https://doi.org/10.1016/j.tate.2019.103001

Kallio, H., Pietilä, A.-M., Johnson, M., & Kangasniemi, M. (2020). Systematic methodological review: Developing a semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031

Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. TechTrends, 64, 1–8. https://doi.org/10.1007/s11528-020-00477-y

Koehler, M. J., Mishra, P., & Cain, W. (2020). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Lachner, A., Fabian, A., Franke, U., & Preiß, J. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge. Computers & Education, 160, 104028. https://doi.org/10.1016/j.compedu.2020.104028

Lincoln, Y. S., & Guba, E. G. (2021). Naturalistic inquiry (Updated ed.). Sage.

Liu, F., Ritzhaupt, A. D., Dawson, K., & Barron, A. E. (2021). Explaining technology integration in education. Educational Technology Research and Development, 69, 1–25. https://doi.org/10.1007/s11423-021-10044-4

Liu, Y., Saleh, S., & Huang, J. (2023). Digital learning engagement and student motivation. Educational Technology Research and Development, 71, 1–22. https://doi.org/10.1007/s11423-023-10201-y

Major, L., & Francis, G. (2020). Technology-supported personalized learning. Educational Research Review, 31, 100343. https://doi.org/10.1016/j.edurev.2020.100343

Merriam, S. B., & Tisdell, E. J. (2020). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2021). Thematic analysis: Striving to meet trustworthiness criteria. International Journal of Qualitative Methods, 20, 1–13. https://doi.org/10.1177/1609406920980939

Patton, M. Q. (2021). Qualitative research & evaluation methods (4th ed.). Sage.

Petko, D., Prasse, D., & Cantieni, A. (2021). The interplay of school readiness and teacher beliefs in technology integration. Computers in Human Behavior, 115, 106575. https://doi.org/10.1016/j.chb.2020.106575

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2020). Improving teacher professional development for online learning. Educational Technology Research and Development, 68, 1145–1174. https://doi.org/10.1007/s11423-020-09744-w

Redecker, C. (2020). European framework for the digital competence of educators: DigCompEdu. European Commission. https://doi.org/10.2760/159770

Scherer, R., Siddiq, F., & Tondeur, J. (2021). The technology acceptance model in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009

Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing. https://doi.org/10.1787/eag-2020-en

Selwyn, N. (2021). Education and technology: Key issues and debates (3rd ed.). Bloomsbury.

Thompson, K., Mazer, J. P., & Flood Grady, E. (2022). The changing nature of digital pedagogy. Teaching and Teacher Education, 115, 103728. https://doi.org/10.1016/j.tate.2022.103728

Tondeur, J., Howard, S. K., & Yang, J. (2021). Differentiated professional development for teachers’ digital competence. Teaching and Teacher Education, 106, 103452. https://doi.org/10.1016/j.tate.2021.103452

Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd ed.). Wiley-Blackwell.

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/primary/p/215995/

UNESCO. (2023). Global education monitoring report 2023: Technology in education. UNESCO Publishing. https://www.unesco.org/gem-report

Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D., & McKenney, S. (2020). Collaborative design as a professional development strategy. Educational Researcher, 49(9), 671–683. https://doi.org/10.3102/0013189X20972846

Xie, H., Chu, H.-C., Hwang, G.-J., & Wang, C.-C. (2022). Technology-enhanced active learning. Computers & Education, 176, 104341. https://doi.org/10.1016/j.compedu.2021.104341