Analysis of teachers' digital technology on students' learning quality in islamic cultural history subject at ma al-falaah lekis rejo, oku regency
DOI:
https://doi.org/10.51468/jpi.v7i2.1090Keywords:
Digital Technology, Islamic Cultural History, Learning Quality, TeacherAbstract
This study aims to analyze the effect of teachers’ mastery of digital technology on the quality of student learning in the subject of Islamic Cultural History (SKI) at MA Al-Falaah Lekis Rejo, OKU Regency. The research employed a quantitative approach with an associative design. The population consisted of 164 students, and a total of 62 respondents were selected as the sample using proportionate stratified random sampling with Slovin’s formula. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and chi-square (χ²) test. The findings indicate that teachers’ mastery of digital technology is at a moderate level, while student learning quality is categorized as high. The chi-square test yielded a value of 30.62, which exceeds the critical value at the 5% (9.94) and 1% (13.28) significance levels, indicating a significant influence between teachers’ digital technology mastery and students’ learning quality. This study highlights that digital technology mastery is a crucial factor in improving the quality of SKI learning. Therefore, continuous professional training for teachers is necessary to optimize digital literacy in the classroom and enhance student learning outcomes.
References
Agresti, A. (2019). An introduction to categorical data analysis (3rd, Ed.). Wiley. https://doi.org/10.1002/9781119405292
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th, Ed.). Sage.
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th, Ed.). Sage.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th, Ed.). McGraw-Hill.
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Huda, M. (2019). Sejarah Kebudayaan Islam dalam pembelajaran PAI: Tantangan dan peluang di era digital. Jurnal Pendidikan Agama Islam, 6(2), 123–135. https://doi.org/10.14421/jpai.2019.62-03
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
Kemendikbud. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Kementerian Pendidikan dan Kebudayaan.
Lankshear, C., & Knobel, M. (2015). Digital literacies: Concepts, policies and practices. Peter Lang.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
Nurdiyansyah, & Fitriyani, T. (2018). Pengaruh strategi pembelajaran aktif terhadap hasil belajar pada Madrasah Ibtidaiyah. Jurnal Pendidikan Dasar Nusantara, 3(2), 145–154. https://doi.org/10.29407/jpdn.v3i2.12977
Poerwadarminta, W. J. S. (2007). Kamus Besar Bahasa Indonesia. Balai Pustaka.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Sevilla, C. G., Ochave, J. A., Punsalan, T. G., Regala, B. P., & Uriarte, G. G. (2007). Research methods. Rex Bookstore.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380
Uno, H. B., & Mohamad, N. (2012). Belajar dengan pendekatan PAILKEM. Bumi Aksara.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Zaini, H., Munthe, B., & Aryani, S. A. (2008). Strategi pembelajaran aktif. CTSD.
