TANTANGAN DAN EFEKTIVITAS GURU DALAM MENGINTEGRASIKAN TEKNOLOGI DIGITAL DALAM PEMBELAJARAN
DOI:
https://doi.org/10.33143/jes.v12i1.5932Abstract
Penelitian ini bertujuan untuk menganalisis efektivitas serta tantangan pemanfaatan teknologi digital oleh guru di sekolah dasar dalam mendukung proses pembelajaran di era digital. Transformasi pendidikan berbasis teknologi menuntut guru memiliki kemampuan literasi digital dan kompetensi pedagogis yang memadai agar pembelajaran menjadi lebih interaktif, adaptif, dan berorientasi pada kebutuhan peserta didik. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi, dan penyebaran angket kepada guru sekolah dasar. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemanfaatan teknologi digital memberikan dampak positif terhadap efektivitas pembelajaran, terutama dalam meningkatkan keterlibatan siswa, kreativitas pembelajaran, akses informasi, serta efisiensi proses pembelajaran. Guru memanfaatkan berbagai platform dan media digital seperti Google Classroom, video pembelajaran, aplikasi presentasi interaktif, serta perangkat evaluasi berbasis daring untuk mendukung kegiatan belajar mengajar. Namun demikian, implementasi teknologi digital masih menghadapi berbagai tantangan, antara lain keterbatasan infrastruktur, rendahnya kompetensi literasi digital sebagian guru, keterbatasan akses internet, serta resistensi terhadap perubahan metode pembelajaran konvensional. Temuan penelitian juga menunjukkan bahwa keberhasilan integrasi teknologi digital sangat dipengaruhi oleh kompetensi pedagogis guru, dukungan sekolah, serta ketersediaan sarana dan prasarana teknologi. Kata kunci: teknologi digital, efektivitas pembelajaran, guru, tantangan, pendidikan digital. Abstract This research was This study aims to analyze the effectiveness and challenges of digital technology utilization by elementary school teachers to support the learning process in the digital era. Technology-based educational transformation requires teachers to have adequate digital literacy skills and pedagogical competencies to make learning more interactive, adaptive, and oriented to student needs. This study used a qualitative descriptive approach with data collection techniques through observation, interviews, documentation, and distribution of questionnaires to elementary school teachers. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results show that the use of digital technology has a positive impact on learning effectiveness, especially in increasing student engagement, learning creativity, information access, and learning process efficiency. Teachers utilize various digital platforms and media such as Google Classroom, learning videos, interactive presentation applications, and online-based evaluation tools to support teaching and learning activities. However, the implementation of digital technology still faces various challenges, including limited infrastructure, low digital literacy competency among some teachers, limited internet access, and resistance to changes to conventional learning methods. The research findings also indicate that the success of digital technology integration is greatly influenced by teachers' pedagogical competency, school support, and the availability of technological facilities and infrastructure. . Keywords: digital technology, learning effectiveness, teachers, challenges, digital education.References
Arikunto, S. (2014). Prosedur penelitian: Suatu pendekatan praktik (Ed. revisi 4, Cet. 14). Jakarta: Rineka Cipta.
Bogoviz, A. V., et al. (2022). Digital literacy development in modern education systems. International Journal of Educational Management, 36(4), 567–579.
Clark, R. E. (2012). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
Kevin, R., & De La Cruz, M. (2023). Digital literacy competence among teachers in developing digital learning materials. Journal of Educational Technology Studies, 15(2), 88–101.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Marnita, M., Nurdin, N., & Prihatin, Y. (2023). Analisis kompetensi literasi digital guru dalam pembelajaran abad 21. Jurnal Pendidikan dan Teknologi, 5(1), 45–56.
OECD. (2021). The State of School Education: One Year into the COVID Pandemic. Paris: OECD Publishing.
Piaget, J. (1973). To Understand Is to Invent: The Future of Education. New York: Viking Press.
Schwab, K. (2016). The Fourth Industrial Revolution. Geneva: World Economic Forum.
Selwyn, N. (2016). Education and Technology: Key Issues and Debates. London: Bloomsbury Publishing.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Tamim, R. M., et al. (2011). What forty years of research says about the impact of technology on learning. Review of Educational Research, 81(1), 4–28.
UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. Paris: UNESCO.
van Dijk, J. (2020). The Digital Divide. Cambridge: Polity Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
World Bank. (2022). The State of Global Learning Poverty: 2022 Update. Washington DC: World Bank.
Downloads
Published
Issue
Section
License
Publication Ethics and Publication Malpractice Statement
This statement clarifies ethical behaviour of all parties involved in the act of publishing an article in our journals, including the authors, the editors, the peer-reviewers and the publisher (Directorate Research and Community Service, Universitas Ubudiyah Indonesia).
Ethical Guideline for Journal Publication
The publication of an article in a peer-reviewed JES is an essential building block in the development of a coherent and respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is therefore important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the authors, the journal editors, the peer reviewers, the publisher and the society.
Directorate Research and Community Service, Universitas Ubudiyah Indonesia (UUI) as publisher of this Journal takes its duties of guardianship over all stages of publishing extremely seriously and we recognize our ethical and other responsibilities. We are committed to ensuring that advertising, reprint or other commercial revenue has no impact or influence on editorial decisions.
Publication decisions
The editors of the journals are responsible for deciding which of the articles submitted to the journal should be published. The validation of the work in question and its importance to researchers and readers must always drive such decisions. The editors may be guided by the policies of the journal's editorial board and constrained by such legal requirements as shall then be in force regarding libel, copyright infringement and plagiarism. The editors may confer with other editors or reviewers in making this decision.
Fair play
An editor at any time evaluate manuscripts for their intellectual content without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors.
Confidentiality
The editor and any editorial staff must not disclose any information about a submitted manuscript to anyone other than the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher, as appropriate.
Disclosure and conflicts of interest
Unpublished materials disclosed in a submitted manuscript must not be used in an editor's own research without the express written consent of the author.
