Digital Competence: A Study from the Prospective Biology Teachers in Papua







Vol. 10 No. 4 (2024): April


Digital competence, ICT, Papua, Prospective biology teachers

Research Articles


How to Cite

Nurbaya. (2024). Digital Competence: A Study from the Prospective Biology Teachers in Papua. Jurnal Penelitian Pendidikan IPA, 10(4), 1486–1494.


Download data is not yet available.


Metrics Loading ...


As a professional teacher candidate in the 21st century, prospective biology teachers have to master ICT-based learning. The ability to integrate ICT in the teaching and learning process is called digital competence. This study aims to analyze the digital competence of prospective biology teachers through working on video projects in molecular biology courses. By using mixed methods (quantitative and qualitative research), this research was carried out on 2nd semester biology students who were the subject of the study, accounting for 35 students. Questionnaires, observations and interviews are the data collection techniques used. Quantitative data were obtained from questionnaire scores while for qualitative data obtained from observations and interviews. Research data were analyzed using descriptive statistical analysis. The results of the study show that the digital competence of prospective biology teachers for information and communication skills are in the high category. The dimensions of content-creation and problem solving are in the medium category, and safety is in the low category


Aguaded, I. (2014). From infoxication to the right to communicate. Comunicar, 21(42), 07–08.

Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171.

Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48.

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25–33.

Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Digital Competence Framework for Educators «DigCompEdu». Translation and adaptation of «DigCompEdu Check-In»questionnaire. EDMETIC, 9(1), 213–234.

Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2022). Mediation Models Predicting the Level of Digital Competence of 12-14 Year Old Schoolchildren in the Area of Digital Problem Solving. Journal of New Approaches in Educational Research, 11(2), 165.

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. Publications Office of the European Union.

Çebi, A., & Reisoğlu, İ. (2019). A Training Event To Develop The Digital Qualifications Of Teacher Candidates: Opinions Of Teachers In Bit And Other Branches [Yeterliklerinin Geliştirilmesine Yönelik Bir Eğitim Etkinliği: Böte Ve Diğer Branşlardaki Öğretmen Adaylarinin Görüşleri]. Eğitim Teknolojisi Kuram ve Uygulama, 9(2), 539–565.

Çebi, A., & Reisoğlu, İ. (2020). Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294.

Espejo Villar, L. B., Lázaro Herrero, L., & Álvarez López, G. (2022). UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain. Journal of New Approaches in Educational Research, 11(1), 15.

Esteve-Mon, F. M., Llopis, M. Á., & Adell-Segura, J. (2020). Digital Competence and Computational Thinking of Student Teachers. International Journal of Emerging Technologies in Learning (IJET), 15(02), 29.

Fernández-Morante, C., Cebreiro López, B., Casal-Otero, L., & Mareque León, F. (2023). Teachers’ Digital Competence. The Case of the University System of Galicia. Journal of New Approaches in Educational Research, 12(1), 62.

Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Luxembourg: Publications Office of the European Union. Retrieved from

Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: Publications Office of the European Union.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for life in a digital age the IEA international computer and information literacy study international report. Melbourne: Australian Council for Educational Research (ACER). Retrieved from

Guillen Gamez, F. D., & Mayorga-Fernández, M. J. (2022). Measuring Rural Teachers’ Digital Competence to Communicate with the Educational Community. Journal of New Approaches in Educational Research, 11(2), 323.

Gutiérrez Porlán, I., & Serrano Sánchez, J. L. (2016). Evaluation and Development of Digital Competence in Future Primary School Teachers at the University of Murcia. Journal of New Approaches in Educational Research, 6(1), 51–56.

Hinojo-Lucena, F.-J., Aznar-Diaz, I., Caceres-Reche, M.-P., Trujillo-Torres, J.-M., & Romero-Rodriguez, J.-M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752.

Hortigüela-Alcalá, D., Pérez-Pueyo, Á., López-Aguado, M., Manso-Ayuso, J., & Fernández-Río, J. (2020). Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento. Revista Internacional de Educación Para La Justicia Social, 9(3), 353–370.

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.

Infante-Moro, A., Infante-Moro, J. C., & Gallardo-Pérez, J. (2022). Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic. Journal of New Approaches in Educational Research, 11(2), 277.

Infante-Moro, A., Infante-Moro, J.-C., & Gallardo-Pérez, J. (2019). The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva. Journal of New Approaches in Educational Research, 8(2), 201.

Kareem, A. A. (2018). The use of Multimedia in Teaching Biology and Its Impact on Students’ Learning Outcomes. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 157–165. Retrieved from

Keskin, İ., & Yazar, T. (2015). Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills. International Journal of Human Sciences, 12(2), 1691.

Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3), 257–274.

Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper Secondary School Teachers’ Digital Competence: Analysed by Demographic, Personal and Professional Characteristics. Nordic Journal of Digital Literacy, 11(3), 143–164.

Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440.

Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 104.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.

Nurbaya, N. (2023). Identifying Prospective Biology Teachers’ Digital Literacy Competence at Cenderawasih University. Jurnal Penelitian Pendidikan IPA, 9(11), 10051–10058.

O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415.

OECD. (2010). Effective Teacher Policies (Insights from PISA). OECD Publishing.

Parmin, & Savitri, E. N. (2022). Prospective Science Teachers’ Skills in Exploring Reference Sources of Scientific Articles through Science Education Research Methodology Course. JPI (Jurnal Pendidikan Indonesia), 11(3), 382–388.

Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39.

Pieterse, E. (2018). A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College. Communications in Information Literacy, 12(2), 107–127.

Riduan, R., & Akdon, A. (2006). Rumus dan data dalam aplikasi statistika untuk penelitian. Bandung: Alfabeta.

Rodríguez-Hoyos, C., Fueyo Gutiérrez, A., & Hevia Artime, I. (2021). The digital skills of teachers for innovating in university teaching [Competencias digitales del profesorado para innovar en la docencia universitaria]. Pixel-Bit, Revista de Medios y Educación, 61, 71–97.

Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20.

Rusydiyah, E. F., Purwati, E., & Prabowo, A. (2020). How To Use Digital Literacy As A Learning Resource For Teacher Candidates In Indonesia. Jurnal Cakrawala Pendidikan, 39(2), 305–318.

Salcines-Talledo, I., González-Fernández, N., & Briones, E. (2020). The Smartphone as a Pedagogic Tool. Student Profiles as related to its Use and Knowledge. Journal of New Approaches in Educational Research, 9(1), 91–109.

Sanni, K. T., & Emeke, E. A. (2017). Direct And Indirect Effects Of Personality Type And Learning Style Preferences On Students’ Achievement In Senior Secondary School Biology In Osun State, Nigeria. European Journal of Education Stu, 3(11), 825–839.

Sudaryono. (2017). Metode penelitian. Depok : Raja Grafindo Persada.

Taiwo, S. K., & Emeke, E. A. (2014). Relationship among learning style preference, gender, age and students’ achievement in senior secondary school biology. West African Journal of Education.

Tan, B. S., & Wong, S. L. (2020). Learning principles of accounting in ICT-supported learning environments of Malaysian secondary schools: future-oriented approach. Research and Practice in Technology Enhanced Learning, 15(1), 11.

Thompson, P. (2015). How digital native learners describe themselves. Education and Information Technologies, 20(3), 467–484.

Tømte, C., Enochsson, A.-B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26–35.

Vila-Counago, E., Regueira, U., & Pernas-Morado, E. (2020). The Safety Area of Digital Competence: A Mixed Method Study in Galician Primary Education Students. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 389–398.

Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Publication Office of the European Union.

Weidlich, J., & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1–21.

Xiang, H., Coleman, S., Johannsson, M., & Bates, R. (2014). Workplace Stress and Job Satisfaction among Biologics Development Professionals. Health, 06(14), 1790–1802.

Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212.

Zhao, Y., Pinto Llorente, A. M., Sánchez Gómez, M. C., & Zhao, L. (2021). The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University. Sustainability, 13(8), 4163.

Author Biography

Nurbaya, Universitas Cenderawasih


Copyright (c) 2024 Nurbaya

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).