Email this article The Effect of Teacher Training, Technology Literacy and Self-Efficacy for Integrating Technology
Abstract
Abstract: The Effect of Teacher Training, Technology Literacy and Self-Efficacy for Integrating Technology. Objectives: The objects in this research are teacher training, teacher technological literacy, teacher self-efficacy and integration of technology in learning. Methods: This research uses quantitative methodology through path regression analysis where data processing includes testing classical assumptions, testing path equation model regressions, and then determining the magnitude and direction of correlation between path variables. The research data source was obtained from Transformational High School in Gunung Kidul Regency. There were 182 teachers who were willing to be respondents to fill out a research questionnaire. It comprises of 151 questions, which are valid and reliable from a Likert scale model. The sample size is quantified based on the Slovin formula in which the minimum required sample is 143 samples. Findings: The findings reveal that the integration of learning technology in direct relationships is contributed from teacher training and literacy technology at 8.6%, from self-efficacy at 6.8% and from teacher training, technology literacy, and teacher self-efficacy at 47% when analysed simultaneously. For the indirect path, the contribution of training to technology integration is 0.64% which is mediated by literacy, and 7.29% which is mediated by self-efficacy, while for the indirect literacy path which is mediated by self-efficacy in integrating technology is 0.16%. Conclusion: In conclusion, there is a significant, consistent relationship, both directly and indirectly, for each variable in the correlation path among teacher training, technological literacy and teacher efficacy in facilitating the integration of technology into learning.
Keywords: training, literacy, self-eficacy, technology, integration.
DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202467
Full Text:
PDFReferences
Ager, O.E., & Mercer, S. (2019). Positivity for teacher wellbeing: A training course to help language teachers flourish Austria. The Teacher Trainer Journal, 33(1), 20-22.
Al-Kassem, H.A. (2023). Significance of human resourches training and development on organizional achievment. PalArch’s Journal of Archeology of Egypt/ Egyptology, 18(7), 693-707.
Anggaraeni, D.F., & Rola, F. (2017). Literasi informasi pada guru [Information literacy in teachers]. Prosiding Seminar Nasional Penguatan Individu di Era Revolusi Informasi, UMS, 29 April 2017. Surakarta, Indonesia: publikasiilmiah.ums.
Asari, A., Kurniawan, T., Ansor, S., & Putra, A.B.N.R. (2019). Kompetensi literasi digital bagi guru dan pelajar di lingkungan sekolah kabupaten malang [Digital literacy competencies for teachers and students in Malang district schools]. Bibliotika: Jurnal Kajian Perpustakaan dan Informasi, 3(2), 98-104.
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10(1645), 1-7.
Bandura , A. (1997). Self Efficacy (Eds.). New York: W.H. Freeman and Company.
Cerelia, J.J., Sitepu, A.A., Azhar, L.N.F., Pratiwi, R.I., Almadevi, M., Farras, N.M., Azzahra, S.T., & Toharudin, T. (2021). Learning loss akibat pembelajaran jarak jauh selama pandemi covid-19 di Indonesia [Learning loss due to distance learning during the Covid-19 pandemic in Indonesia]. Seminar Nasional Statistika Universitas Padjadjaran, 7 November 2021. Bandung, Indonesia: Published by Departemen Statistika FMIPA Universitas Padjadjaran.
Chao, M.G. (2015). Impact of teacher training on information communication technology integration in public secondary schools in mombasa county. Human Resource Management Research, 5(4), 77-94.
Chiu, F.K.T., Jerry, Sun, C.J.Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory educational psychology. An International Journal of Experimental Educational Psychology, 42(10), 1263-1282.
Cui, Y., & Zhang, H. (2022). Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers’ professional development. Frontier Psychology, 13(966575), 1-17.
Dewantara, A., & Nurgiansah, H.T. (2021). Efektivitas pembelajaran daring di masa pandemi covid 19 bagi mahasiswa universitas PGRI Yogyakarta [The effectiveness of online learning during the covid 19 pandemic for PGRI Yogyakarta University students]. Research & Learning in Elementary Education: Jagad Jurnal Basicedu, 5(1), 367-375.
Dharma, R.W., Copriady, J., & Linda R. (2020). The utilization of ICT as pedagogical and professional competencies to support the professionalism of chemistry teachers. Indonesian Research Journal in Education, 4(2), 291-305.
Durodolu, O.O. (2016). Technology acceptance model as a predictor of using information system to acquire information literacy skills. Library Philosophy and Practice: E-journal, 1450(), 1-27.
Erfan, M., Maulyda, A.M., Affandi, H.L., Rosyidah, K.N.A., Oktaviyanti, I., & Hamdani, I. (2022). Identifikasi wawasan literasi dasar guru dalam pembelajaran berbasis level kemampuan siswa. [Identify teachers' basic literacy insights in learning based on student ability levels]. Wahana Ilmiah Pendidikan Dasar: Jurnal DIDIKA, 7(1), 1-18.
Flores, G.J. (2016). Variables associated to the self-efficacy perceived by Spanish secondary school science teachers. Revista de Education, 373(), 80-102.
Friskawati, F.G. (2021). Self-confidence using technology, understanding of TPACK and teaching quality of physical education’s teacher candidate while online learning. SPORTIF: Jurnal Penelitian Pembelajaran, 7(2), 286-302.
Gan, X. (2019). A survey on self-efficacy of english majors: Exploring its correlation with time management and strategy use. Theory and Practice in Language Studies, 9(12). 1624-1629.
Gao, Y., Wong, L.S., Khambari, M.N.Md., Noordin, N., & Geng. (2022). Assessing the relationship between English as a foreign language (EFL) teachers’ self-efficacy and their acceptance of online teaching in the Chinese context. Sustainability, 14(20), 1-17.
Garzon, J.A., & Garzon, J.R. (2023). Teachers’ digital literacy and self-efficacy in blended learning. International Journal of Multidisciplinary Educational Research and Education, 1(4), 162-174.
Gbemu, L.A., Sarfo, K.F., Adentwi, I.K. & Aklassu-Ganan, K.K.E. (2020). Teacher educators’ self-efficacy beliefs and actual use of ICTS in teaching in the Kumasi Metropolis. TOJET: The Turkish Online Journal of Educational Technology, 19(2), 13-23.
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.
Gómez-García, M., Hossein-Mohand, M., Trujillo-Torres J.M., & Hossein-Mohand, H. (2020). The training and use of ICT in teaching perceptions of Meilla’s (Spain) mathematics teachers, MPDI: Mathematics, 8(1641), 1-20.
Gokalp, M. (2013). The effect of students’ learning styles to their academic success. Creative Education, 4(10), 627–632.
Gümüş, E., & Bellibaş, S.M. (2021). The relationship between the types of professional development activities teachers participate in and their self-efficacy: A multicountry analysis. European Journal of Teacher Education, 1(46), 67-94.
Guskey, T.R. (2000). Evaluating professional development. (Eds.). Thousand Oaks, CA: Corwin Press.
Gutara, Y.M., Pogo, T., & Pramudena, S.M. (2020). Pengaruh pelatihan, motivasi kerja, dan kompetensi profesional terhadap kinerja guru [The influence of training, work motivation, and professional competence on teacher performance]. Indikator Jurnal Ilmiah dan Bisnis, 4(3), 1-9.
Hafifah, & Sulistyo. (2020). Teacher ICT literacy and ICT integration in ELT in the Indonesian higer education setting. Turkish Online Journal of Distance Education-TOJDE, 21(3),186-198.
Hagger, S.M., Cheung, L.W.M., Ajzen, I., & Hamilton, K. (2022). Moderation effects in the theory of planned behavior: A meta-analysis. Health Psychology. 41(2), 155-167.
Hakim, L. (2021). Managing teacher’s digital literacy in responding
to the challenges of 21st century skills. Al- Ishlah: Jurnal Pendidikan, 13(3), 2249-2255.
Hardianto, Sari P.V., & Hidayat. (2023). Optimizing teacher self-efficacy in facing the new normal: A literature review. Al-Ishlah: Jurnal Pendidikan, 15(1), 15-24.
Haryono, H., Stanislaus, S., Budiyono, B., & Widhanarto, G.P. (2017). Peningkatan profesionalisme guru melalui pelatihan inovasi pembelajaran: Program rintisan bagi guru di kabupaten Semarang [Increasing teacher professionalism through learning innovation training: Pilot program for teachers in Semarang district]. Lembaran Ilmu Kependidikan: Journal of Educational Research, 46(2), 75-80.
Heitin, L. (2016). Digital literacy: An envolving definition. Education week, 36(12), 5-6.
Herliani, A., & Wahyudin, D. (2018). Pemetaan kompetensi teknologi informasi dan komunikasi (TIK) guru pada dimensi pedagogik [Mapping teachers' information and communication technology (ICT) competencies on the pedagogical dimension]. Jurnal Penelitian Ilmu Pendidikan, 11(2), 134-148.
Ismail, S., Saad, R., Radzi, N.A.A., Idris, N.A., Aziz, N. E. M., & Mohamad, M. H. (2021). ICT innovations in teaching and learning at a private university college. International Journal of Academic Research in Business and Social Sciences, 11(10), 540 – 556.
Julien, H., Latham, D., Gross, M., & Moses, L., & Warren, F. (2020). Information literacy practices and perceptions of community college librarians in florida and new york. Communication in Infomartion Literacy, 14(2), 286 -323.
Jose, M.V,D. E., Hinostroza, E.M.F., González, W.O.L., & Segovia, H.V.E. (2022). The training and self-efficacy of mathematics teachers in the teaching-learning process through ICY. Journal of Positive School Psychology, 6(6),
-4091.
Kang, H.S., Cha, J., & Ha, B.W. (2013).What should we consider in teachers’ professional development impact studies? Based on the conceptual framework of Desimone. Scientific Research: Creative Education, 4(4A), 11-18.
Karyono, & Gunawan, A. (2021). Pengaruh pelatihan dan kompensasi terhadap kinerja karyawan pada PT. Asahi Forge Indonesia [The influence of training and compensation on employee performance at PT. Asahi Forge Indonesia]. Jurnal IKRA-ITH Ekonomika, 4(2), 20-30.
Katz, I.R., & Macklin, S.A., (2013). Information and communication technology (ICT) literacy: Integration and assessment in higher education. Journal of Systemics Cybernetics and Informatics, 5(4), 50-55.
Kennedy-Clark, S., & Reimann, P. (2021). Knowledge types in initial teacher education: A multi-dimensional approach to developing data literacy and data fluency. Learning: Research and Practice. 8(1), 1–17.
Kenworthy, L., & Kielstra, P. (2015). Driving the skills agenda: Preparing students for the future. New York, NY: Economist Intelligence Unit.
Keshavarz, H., (2020) Web Self-efficacy: A Psychological Prerequisite for Web Literacy. Webology, 17(1), 81-98
Khofifah, B., & Syaifudin, M. (2023). Analisis Kebijakan Pemerintah Mengenai Sekolah Penggerak [Government Policy Analysis Regarding Transformational Schools], Jurnal Inovasi Pelatihan, 3(8), 7405-7410.
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL: Follett Publishing Company.
Kollia, A., Saprikis, V., & Charitoudi, G. (2019). The impact of ICT training on teachers’ perceptions and use of the technology in education: A case of Greece. Conference: 34th ibima conference, vision 2025: Education excellence and management of innovations through sustainable economic competitive advantage, 13-14 November 2019. Madrid, Spain: researchgate.net publication,
Kubik, V., & Glogger-Frey I., (2021). Psychology learning & teaching, Sagepub Journal, 20(3), 306–323.
Leatemia, S.Y. (2018). Pengaruh pelatihan dan pengalaman kerja terhadap kinerja pegawai (studi pada kantor badan pusat statistik di Maluku), [The influence of training and work experience on employee performance (study at the Central Statistics Agency office in Maluku)]. Jurnal MANIS: Manajemen Bisnis, 1(2), 49-58.
Mahapatra, K.S. (2020). Impact of digital technology training on English for scince and technology teachers in India. RELC Journal, 51(1), 117-133.
Mahdum, M., Hadriana, H., Safriyanti, M., & Apriyanti. (2019). Exploring teacher perceptions and motivations to ICT use, Journal of International Technology Education Research, 18, 293-317.
Mahfu, T., Nugraheni, M., Pardjono, & Lastariwati, B. (2021). Measuring occupational self-efficacy: a culinary students’ cooking performance perspective. Jurnal Pendidikan Teknologi dan Kejuruan, 27(2), 138-145.
Mani, M., & Prabu, M.M. (2019). Teachers self-efficacy scale: Development and Validation Revieuw of Reserach, 8(6), 1-8.
Mannila, L., Nordén L-Å., & Pears, A. (2018). Digital competence, teacher self-efficacy and training needs. Proceedings of the 2018 ACM Conference on International Computing Education Research, 13-15 August 2018. New York, NY: Association for Computing Machiner
Mohamad, M.M.M. G.A., Idrus, S.Z., & Ibrahim, A.E.A.A. (2018). The ICT-induced on behavioral of lecturer and society change in Libya syed 1st international conference on green and sustainable computing (ICoGeS), Journal of Physics, 1019 (012069), 1-9.
Morgan, & Lori, A. (2016). Developing civic literacy and efficacy: insights gleaned through the implementation of project citizen. Inquiry in education, 8(1), 1-17.
Muchlis, Christian, A., Sari, P.M. (2019). Kuesioner online sebagai media feedback terhadap pelayanan akademik pada STMIK Prabumulih [Online Questionnaire as a Feedback Media for Academic Services at STMIK Prabumulih]. Eksplora Informatika 8(2):149-157
Olaro-Posiar, S. (2016). Challenges and Perspectives. In book Language in the Digital Era (Eds.), Training and Development in The Digital Era. (pp.214-227). Poland: De Gruyter Open Poland
Paetcher M. Luttenberger S. & Erti B. (2020). Distributing feedback wisely to empower girls in STEM. OPINION article Frontiers in Education, 19(5), 1-10.
Pamungkas, P.Y., (2021). Peningkatan kompetensi guru profesional abad 21 dengan peningkatan kompetensi guru profesional di era revolusi industri 4.0. [ Improving the competence of professional teachers in the 21st century by improving the competence of professional teachers in the era of the industrial revolution 4.0.] Jurnal Ilmiah Pendidikan Indonesia, 3(2), 84-88.
Prahara, A.S., & Budiyani K. (2019). Pelatihan efikasi diri guru: Efikasi diri akademik dan prestasi belajar siswa [Teacher Self-Efficacy Training; Academic Self-Efficacy and Learning Achievment of Students]. Journal InSight, 21(1), 39-49.
Ra S., Shrestha, U., Khatiwada, S., Yoon, W.S., & Kwon, K., (2019). The rise of technology and impact on skills. International Journal of Training Reserach, 17(1), 26-40.
Rodrigues, F., & Mogarro, J.M., (2019). Student teachers’ professional identity: a revieuw of research contributions. Educational Research Review, 28(),100286-100312.
Rofii, A., Nurhidayat, E., Firharmawan, H., & Prihartini, E. (2023). Pelatihan peningkatan professional kompetensi guru dalam mengintegrasikan teknologi dalam pembelajaran di MGMP bahasa Inggris SMK Kab.Majalengka [Training to increase professional competence of teachers in integrating technology in learning at the English MGMP Vocational School, Majalengka Regency ]. BERNAS: Jurnal Pengabdian Kepada Masyarakat, 4(3), 1915-1921.
Rosmana, S.P., Iskandar, S., Fitiriani, N.W., Azizah, N.W., & Trisnawati R. (2022). Analisis penggunaan kurikulum darurat di masa pandemi.[ Analysis of the use of emergency curriculum during the pandemic.]. Jurnal Sekolah, 6(3), 21- 25.
Sabatini, J., O’Reilly T., Dreier, K., & Wang, Z. (2019). Low literacy adult and child models. In Wiley Handbook of Adult Literacy (Eds.), Cognitive processing deficits associated with low literacy: Differences between adult- and child-focused models (pp.15-39). New Jersey, John Wiley & Sons, Inc.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy. Journal of education and educational development, 4(1), 49-72.
Solihat, N.A., Sadiah, A. & Gumilar, G. (2022). Pengaruh pembelajaran daring terhadap learning loss dan implikasinya terhadap learning outcome [The effect of online learning on learning loss and its implications for learning outcomes]. Jurnal Inovasi Pendidikan Ekonomi, 12(1), 12-22.
Sobri, Y.A. (2016). Model-Model Pengembangan Profesionalisme Guru [Models of Teacher Professionalism Development], Prosiding Konvensi Nasional Pendidikan Indonesia (KONASPI) VIII, UNJ, 12-15 Oktober 2016. Jakarta, Indonesia: diterbitkan oleh UNJ.
Subekti, A.S., & Kurniawati, L.A. (2022). Sikap guru bahasa Inggris SMA Indonesia terhadap penggunaan teknologi pembelajaran selama pandemi covid-19. [Indonesian high school English teachers' attitudes towards the use of learning technology during the Covid-19 pandemic]. Jurnal Iqra': Kajian Ilmu Pendidikan, 7(2), 76–88.
Sugiyono. (2023). Statistika Untuk Penelitian (32nd ed.). Bandung, Alfabeta Press.
Syafi’i, F.F., (2021). Merdeka belajar dalam menyambut era masyarakat 5.0, merdeka belajar: sekolah penggerak, Gorontalo, Pascasarjana Universitas Negeri Gorontalo Prosiding Seminar Nasional Pendidikan Dasar, 25 November 2021. Gorontalo: Indonesia: ejurnal pps ung.
Tay, Y.L., Lim, S.K., & Lim, P.C. (2013). Factors affecting the ICT implementation of one-to-one computing learning environment in a primary school – A sociocultural perspective. In Tay & Lim (Ed.), Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future Scool in Singapore (pp 19–37). Singapore, Springer.
Tomaro, Q,P.V., & Mutiarin, D., (2018). ICT integration in the educational system of Philippines. Journal of Governance and Public Policy, 5(3), 259- 282.
Tomé, G., Gomes, P., Camacho, I., Ramiro, L., & de Matos, M.G., (2020). Teachers’ training: Impact on mental health, knowledge and skills. Autores Journal of Psychology and Mental Health Care, 4(5), 1-10.
Tschannen-Moran, M., & Woolfolk, H. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Tyson, S., & York, A. (1996). Human Resource Management. (3rd. Ed). Oxford, Butterworth-Heinemann.
UNESCO. (2018). UNESCO ICT Competency Framework for Teachers [Version 3]. Paris: The United Nations Educational, Scientific and Cultural Organization.
Vallejo, V.G.N, Lopez, O., & Sanabria, L., (2016). Scientific research publishing self-efficacy in computer-based learning environments: A bibliometric analysis. Journal Psycology, 7(14), 1839-1857.
Ongel, V., Yavuz, М.S., Tatli, H.S. (2022). Factors affecting digital literacy of human resources. Upravlenets / The Manager, 13(1), 68–83.
Walidin, W., (2016). Arah pengembangan SDM dalam dimensi pendidikan Islam [The effect of training in increasing employee work productivity]. Jurnal Edukasi, 2(2), 143-167.
Wedlock, C.B., & Growe, R., (2017). The technology driven student: How to apply bloom’s revised taxonomy to the digital generations. Journal of Education & Social Policy, 7(1), 25-34.
Widodo, S.E. (2015). Manajemen pengembangan sumber daya manusia. (Eds.). Yogyakarta, Pustaka Belajar.
Wilde, N., & Hsu, A. (2019). The influence of general self-efficacy on the interpretation of vicarious experience information within online learning, International Journal of Educational Technology in Higher Education., 16(26), 1-20.
Yarrow, N., Masood, E., & Afkar, R. (2020). Estimated impacts of covid-19 on learning and earning in Indonesia how to turn the tide [“Country tool for simulating COVID-19 impacts on learning and schooling outcomes”.]. Washington DC: USA, IBRD-IDA World Bank Group.
Yustika, G. P., & Iswati, S. (2021). Digital literacy in formal online education: A short review. Dinamika, Jurnal Pendidikan Anak Usia Dini Undiksha, 9(3), 408-415.
Zamjani, I., Aditomo, A., Pratiwi, I., Solihin, L., Hijriani, I., Utama, B., Anggraena, Y., Felicia, N., Simatupang, M.S., Djunaedi, F., Amani, N.Z., & Widiaswati, D. (2020). Program naskah akademik sekolah penggerak (Eds.). Jakarta, Kementerian Pendidikan dan Kebudayaan.
Zamzam, F. (2018). Aplikasi metodologi penelitian. (Eds.). Yogyakarta, Budi Utama.
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.