Digital Competence of Science Teachers at Jayapura City of Papua
DOI:
10.29303/jppipa.v10i9.8422Published:
2024-09-25Issue:
Vol. 10 No. 9 (2024): September : In ProgressKeywords:
Digital Competence, ICT, Papua, Science teachersResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The digital competence of science teachers is of vital significant to improving the quality teaching-learning process. The aim of this study is to know the level of digital competence of science teachers in Jayapura City. The methodology used was non-experimental and descriptive quantitative, with survey design. In such a context, 41 science teachers took part in this research, who were teaching in state junior high schools and private junior high schools. As for data collection tools, the study used 31-items of digital competence questionnaire, developed from 5 main areas of DigComp Framework (information and data literacy, communication and collaboration, digital content creation, safety, and problem solving). Based on data analyses, the digital competence of science teachers stood from high to very high level. Although the third and the fourth showed some indicator with the low ability in teachers’ competence.
References
Agbo, I. S. (2015). Factors Influencing the Use of Information and Communication Technology (ICT) in Teaching and Learning Computer Studies in Ohaukwu Local Government Area of Ebonyi State-Nigeria. Journal of Education and Practice, 6(7), 71–86. Retrieved from https://eric.ed.gov/?id=EJ1083136
Aguaded-Gomez, I., Tirado-Morueta, R., & Hernando-Gomez, A. (2015). Media competence in adult citizens in Andalusia, Spain. Information, Communication & Society, 18(6), 659-679. https://doi.org/10.1080/1369118X.2014.985244
Alarcón, R., Pilar Jiménez, E., & Vicente‐Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
Almerich, G., Díaz-García, I., Cebrián-Cifuentes, S., & Suárez-Rodríguez, J. (2018). Structure of 21st century competences in students in the sphere of education influential personal factors. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 24(1). https://doi.org/10.7203/relieve.24.1.12548
Area-Moreira, M., Hernández-Rivero, V., & Sosa-Alonso, J. J. (2016). Models of educational integration of ICTs in the classroom. Comunicar: Revista Científica de Comunicación y Educación, 24(47), 79-87. Retrieved from http://educa.fcc.org.br/scielo.php?pid=S1988-32932016000200079&script=sci_abstract&tlng=en
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education, 134, 31-40. https://doi.org/10.1016/j.compedu.2019.01.016
Benali, M., Kaddouri, M., & Azzimani. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development Using ICT, 14(2), 99–120. Retrieved from https://www.learntechlib.org/p/184691/
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. https://doi.org/10.1186/s41239-018-0130-1
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. https://doi.org/10.7821/naer.2022.7.789
Callaghan, M., Savin-Baden, M., McShane, N., & Eguiluz, A. G. (2017). Mapping Learning and Game Mechanics for Serious Games Analysis in Engineering Education. IEEE Transactions on Emerging Topics in Computing, 5(1), 77–83. https://doi.org/10.1109/TETC.2015.2504241
Carretero, G., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Publications Office of the European Union. https://dx.doi.org/10.2760/38842
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1. The digital competence framework for citizens. Publications Office of the European Union. Publications Office of the European Union. https://doi.org/https://doi.org/10.2760/38842
Casillas-Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
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. https://doi.org/10.17943/etku.562663
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. https://doi.org/10.7821/naer.2020.7.583
Chaudron, S., Gioia, R. D., & Gemo, M. (2018). Young children (0-8) and digital technology: A qualitative study across Europe. Publications Office of the European Unio. https://doi.org/10.2760/245671
Cornellà-Canals, P., & Estebanell, M. (2018). El model SAMR aplicat a la gamificació de l’aprenentatge. Communication Papers, 7(14), 23. https://doi.org/10.33115/udg_bib/cp.v7i14.22273
Cortina-Pérez, B., Gallardo-Vigil, M. Á., Jiménez-Jiménez, M. Á., & Trujillo-Torres, J. M. (2014). Digital illiteracy: a challenge for 21st century teachers/El analfabetismo digital: un reto de los docentes del siglo XXI. Culture and Education, 26(2), 231-264. https://doi.org/10.1080/11356405.2014.935108
Dumpit, D. Z., & Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1), 5. https://doi.org/10.1186/s41239-017-0045-2
Durán Cuartero, M., Prendes Espinosa, M. P., & Gutiérrez Porlán, I. (2019). Certificación de la Competencia Digital Docente: propuesta para el profesorado universitario. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 187. https://doi.org/10.5944/ried.22.1.22069
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. https://doi.org/10.3991/ijet.v15i02.11588
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. https://doi.org/10.7821/naer.2023.1.1139
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Luxembourg: Publications Office of the European Union. Retrieved from https://ifap.ru/library/book522.pdf
Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: Publications Office of the European Union. https://doi.org/10.2788/52966
García-Martín, S., & Cantón-Mayo, I. (2019). Use of technologies and academic performance in adolescent students. Comunicar, 27(59), 73–81. https://doi.org/10.3916/C59-2019-07
González Pérez, A. (2018). Social Networks as Tools to Enrich Learning Environments In Higher Education. Bordón. Revista de Pedagogía, 70(4), 55–71. https://doi.org/10.13042/Bordon.2018.60579
Gui, M., & Argentin, G. (2011). Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students. New media & society, 13(6), 963-980. https://doi.org/10.1177/1461444810389751
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. https://doi.org/10.7821/naer.2022.7.1053
Guillén-Gámez, F. D., Linde-Valenzuela, T., Ramos, M., & Mayorga-Fernandez, M. J. (2022). Identifying predictors of digital competence of educators and their impact on online guidance. Research and Practice in Technology Enhanced Learning, 17(1), 20. https://doi.org/10.1186/s41039-022-00197-9
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. https://doi.org/10.7821/naer.2016.1.152
Gutiérrez-Martín, A., Pinedo-González, R., & Gil-Puente, C. (2022). ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model. Comunicar, 30(70), 21–33. https://doi.org/10.3916/C70-2022-02
Guzmán-Duque, A. P., & del Moral Pérez, M. E. (2018). Percepción de los universitarios sobre la utilidad didáctica de los simuladores virtuales en su formación. Pixel-Bit, Revista de Medios y Educación, 53, 41–60. https://doi.org/10.12795/pixelbit.2018.i53.03
Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107-119. https://doi.org/10.1016/j.compedu.2017.11.011
Heemskerk, I., Volman, M., ten Dam, G., & Admiraal, W. (2011). Social scripts in educational technology and inclusiveness in classroom practice. Teachers and Teaching, 17(1), 35–50. https://doi.org/10.1080/13540602.2011.538495
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. https://doi.org/10.1109/ACCESS.2019.2957438
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. https://doi.org/10.1007/s10639-014-9346-4
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. https://doi.org/10.7821/naer.2019.7.434
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 http://www.epess.net/en/pub/issue/38900/457937
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. https://doi.org/10.14687/ijhs.v12i2.3503
Lázaro-Cantabrana, J. L., Usart-Rodríguez, M., & Gisbert-Cervera, M. (2019). Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370
López-Belmonte, J., Pozo-Sánchez, S., Fuentes-Cabrera, A., & Trujillo-Torres, J. M. (2019). Analytical competences of teachers in big data in the era of digitalized learning. Education Sciences, 9(3), 177. https://doi.org/10.3390/educsci9030177
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Lumsden, J. (2007). Online-questionaire design guidelines. In Handbook of research on electronic surveys and measurements (pp. 44-64). IGI Global. Retrieved from https://www.igi-global.com/chapter/online-questionaire-design-guidelines/20216
Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice Teachers and Self-Assessing Digital Competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432
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. https://doi.org/10.1016/j.compedu.2010.09.004
Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095
Montenegro, S., Raya, E., & Navaridas, F. (2020). Percepciones Docentes sobre los Efectos de la Brecha Digital en la Educación Básica durante el Covid -19. Revista Internacional de Educación Para La Justicia Social, 9(3), 317–333. https://doi.org/10.15366/riejs2020.9.3.017
Moreira, M. A., Rivero, V. M. H., & Sosa Alonso, J. J. (2019). Leadership and school integration of ICT. Teachers perceptions in Spain. Education and information technologies, 24, 549-565. https://doi.org/10.1007/s10639-018-9789-0
Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á., & González, A. (2019). Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers & Education, 134, 63-77. https://doi.org/10.1016/j.compedu.2019.02.007
Napal-Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
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
Nurbaya. (2024a). Digital Competence: A Study from the Prospective Biology Teachers in Papua. Jurnal Penelitian Pendidikan IPA, 10(4), 1486–1494. https://doi.org/10.29303/jppipa.v10i4.5055
Nurbaya. (2024b). ICT Skills for Future Professional Performance of Biology Education Students of Papua. Jurnal Penelitian Pendidikan IPA, 10(7), 3815–3826. https://doi.org/10.29303/jppipa.v10i7.7208
Nurbaya, Listian, H., Satar, S., Rusli, T. S., Panjaitan, A. S., & Islam, R. W. H. (2024). Pelatihan Integrasi Ict Pada Fitur E-Learning Bagi Dosen FKIP Univeristas Cenderawasih. Proficio, 5(2), 64–70. https://doi.org/10.36728/jpf.v5i2.3398
Nurbaya, Listiani, H., & Mustaqimah, N. (2022). Efektivitas Pemanfaatan Lingkungan dalam Meningkatkan Hasil Belajar Mata pelajaran IPA Pada Siswa SMP Negeri 13 Bontoa. Jurnal Biotek, 10(2). https://doi.org/10.24252/jb.v10i2.33704
Nurbaya, N. (2023). Identifying Prospective Biology Teachers’ Digital Literacy Competence at Cenderawasih University. Jurnal Penelitian Pendidikan IPA, 9(11), 10051–10058. https://doi.org/10.29303/jppipa.v9i11.4908
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. https://doi.org/10.23887/jpiundiksha.v11i3.51513
Pedroza, B. E. , González, J. M., Guerrero, J. , Collazos, C. A., & Lecona, A. A. (2018). Proposal of a semi-automated Cognitive Tutor with gamification and tangible interfaces for algebra. Campus Virtuales, 7(1), 63–80. Retrieved from http://www.uajournals.com/campusvirtuales/journal/12/5.pdf
Pieterse, E. (2018). A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College. Communications in Information Literacy, 12(2), 107–127. https://doi.org/10.15760/comminfolit.2018.12.2.4
Punie, Y., & Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union, Luxembourg. https://dx.doi.org/10.2760/159770
Riduan, R., & Akdon, A. (2006). Rumus dan data dalam aplikasi statistika untuk penelitian. Bandung: Alfabeta.
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. https://doi.org/10.21831/cp.v39i2.30551
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. https://doi.org/10.7821/naer.2020.1.454
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. https://doi.org/10.1016/j.edurev.2016.05.002
Siddiq, F., & Scherer, R. (2016). The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender. Large-Scale Assessments in Education, 4(1), 17. https://doi.org/10.1186/s40536-016-0032-4
Soler-Adillon, J., Pavlovic, D., & Freixa, P. (2018). Wikipedia in higher education: Changes in perceived value through content contribution. Comunicar, 26(54), 39–48. https://doi.org/10.3916/C54-2018-04
Suaka, I. Y., Suaka, I. Y., Islam, R. W. H., Satar, S., Nurbaya, Listiani, H., & Panjaitan, A. T. (2023). Pelatihan Penggunaan Learning Management System (LMS) Bagi Dosen FKIP Universitas Cenderawasih. I-Com: Indonesian Community Journal, 3(4), 1848–1855. https://doi.org/10.33379/icom.v3i4.3423
Supardi, S., Juhji, J., Azkiyah, I., Muqdamien, B., Ansori, A., Kurniawan, I., & Sari, A. F. (2021). The ICT basic skills: Contribution to student social media utilization activities. International Journal of Evaluation and Research in Education (IJERE), 10(1), 222. https://doi.org/10.11591/ijere.v10i1.20598
Tanta, Akobiarek, M., Satar, S., Listiani, H., & Nurbaya. (2023). Identification of TPACK-ICT Jayapura City High School Biology Teachers in Facing Post-Pandemic Learning. Jurnal Penelitian Pendidikan IPA, 9(12), 11705–11713. https://doi.org/10.29303/jppipa.v9i12.6119
Thompson, P. (2015). How digital native learners describe themselves. Education and Information Technologies, 20(3), 467–484. https://doi.org/10.1007/s10639-013-9295-3
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice 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
Torres-Díaz, J. C., Moro, A. I., & Díaz, P. V. (2014). MOOCs and personalized massification. Profesorado: Revista de Curriculum y Formación Del Profesorado, 18(1). Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/19123
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22. https://doi.org/10.1186/s41239-017-0062-1
Yunus, M. M., Zakaria, S., & Suliman. (2019). The potential use of social media on malaysian primary students to improve writing. International Journal of Education and Practice, 7(4), 450–458. Retrieved from http://files.eric.ed.gov/fulltext/EJ1239155.pdf
Zaenab, S., Chamisijatin, L., & Wahyuni, S. (2020). Strengthening character education through literacy movement at Muhammadiyah junior high schol. Journal of Community Service and Empowerment, 1(1). https://doi.org/10.22219/jcse.v1i1.11516
Author Biographies
Nurbaya Nurbaya, Universitas Cenderawasih
Hanida Listiani, Universitas Cenderawasih
Suriyah Satar, Universitas Cenderawasih
Maik Akobiarek, Universitas Cenderawasih
License
Copyright (c) 2024 Nurbaya , Hanida Listiani, Suriyah Satar, Maik Akobiarek
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:
- 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.
- 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.
- 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).
