Kompetensi Digital Guru Sekolah Dasar di Kota Semarang: Analisis Multivariat
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Abstract
Abstrak: Penelitian ini bertujuan menganalisis keterampilan literasi digital guru Sekolah Dasar (SD). Metode penelitian kuantitatif dengan populasi 35 guru SD Kota Semarang yang dipilih secara random sampling. Data penelitian dikumpulkan melalui kuesioner 25 komponen tentang keterampilan digital. Data dianalisis dengan menggunakan MANOVA berbantuan aplikasi IBM SPSS versi 22. Hasil penelitian menunjukkan terdapat perbedaan antara guru yang pernah mendapatkan pelatihan/ workshop pembelajaran digital/ TIK dengan yang belum mendapatkannya terhadap keterampilan teknis menggunakan teknologi digital, Sebaliknya, tidak terdapat perbedaan pada kompetensi digital guru pada aspek kemamapuan menggunakan dan menerapkan teknologi digital dalam situasi kerja berbeda dan pada aspek kemampuan mengevaluasi teknologi digital. Hasil uji MANOVA menunjukkan tidak ada perbedaan antara guru sertifikasi maupun guru yang belum bersertifikasi ditinjau dari keterampilan teknis menggunakan teknologi digital, kemampuan menggunakan dan menerapkan teknologi digital dalam situasi kerja yang berbeda, kemampuan mengevaluasi teknologi digital secara kritis untuk masalah etika, keterbatasan, dan tantangannya, motivasi untuk berpartisipasi dan berkomitmen pada budaya digital. Penelitian berikutnya perlu mengekplorasi lebih dalam terkait kompetensi digital guru SD utamanya yang telah mendapatkan pelatihan dan sertifikasi pendidik.
Abstract: This study aims to analyze the digital literacy skills of elementary school teachers. Quantitative research method with a population of 35 elementary school teachers in Semarang City selected by random sampling. The research data were collected through a 25-component questionnaire on digital skills. The results showed a difference between teachers who had received training/ workshops on digital learning/ ICT and those who had yet to receive it on the technical skills of using digital technology. In contrast, teachers' digital competence was the same in the aspect of the ability to use and apply digital technology in different work situations and the ability to evaluate digital technology. The Manova test results show no difference between certified teachers and uncertified teachers in terms of technical skills using digital technology, the ability to use and apply digital technology in different work situations, the ability to critically evaluate digital technology for ethical issues, limitations, and challenges, motivation to participate and commit to digital culture. Future research needs to explore the digital competencies of primary school teachers, especially those who have received educator training and certification.
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