Investigation the Digital Competence of Madrasah Teachers During the Covid-19 Pandemic

Supardi Supardi; Mohammad Viktor Farid Hakim

doi:10.35445/alishlah.v13i3.1246

Investigation the Digital Competence of Madrasah Teachers During the Covid-19 Pandemic

Supardi Supardi, Mohammad Viktor Farid Hakim

Abstract

The purpose of this research was to investigate the digital competence of madrasah teachers during the covid-19 pandemic. The research used the qualitative method. It explored the phenomenon of madrasah teachers’ digital competence. The data were collected through observation and interviews. The study participants involved 1 principal and 9 teachers from grades 1 to 6. Data analysis consisted of data reduction, data presentation, conclusion drawing and triangulation. The study results conclude that the digital competence of madrasa teachers is still low, so that teaching and learning have not used multimedia technology. Therefore, the results of this study recommend the concept of training related to increasing the digital competence of madrasa teachers regularly because it had an important role in supporting the school's educational process.

Keywords

Teacher, Digital Competence, Madrasah

Full Text:

PDF

References

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/RGT.V13I1.49-76

Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183–191. https://doi.org/10.1016/j.tate.2018.03.017

Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3–4), 381–390. https://doi.org/10.1108/JPCC-05-2020-0019

Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 102875. https://doi.org/10.1016/j.tate.2019.07.005

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu) . European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/EJED.12345

Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. https://doi.org/10.1016/J.CHB.2021.106909

Creswell, J. W. (2012). Research, educational planning, conducting, and evaluating quantitative and qualitative research. In P. A. Smith & C. Robb (Eds.), Pearson (4th ed.).

García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic. Lecture Notes in Educational Technology, 85–98. https://doi.org/10.1007/978-981-15-7869-4_6

Goulão, M. de F., & Fombona, J. (2012). Digital Literacy and Adults Learners’ Perception: The Case of a Second Chance to University. Procedia - Social and Behavioral Sciences, 46, 350–355. https://doi.org/10.1016/j.sbspro.2012.05.121

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085

Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology – Evidence for professional development of in-service teachers. Computers in Human Behavior, 115, 106613. https://doi.org/10.1016/j.chb.2020.106613

Harris, A. (2020). COVID-19 – school leadership in crisis? Journal of Professional Capital and Community, 5(3–4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045

Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/J.IJINFOMGT.2020.102183

Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1–18. https://doi.org/10.24235/AL.IBTIDA.SNJ.V7I1.6088

Khan, M. J., & Ahmed, J. (2021). Child education in the time of pandemic: Learning loss and dropout. Children and Youth Services Review, 127, 106065. https://doi.org/10.1016/J.CHILDYOUTH.2021.106065

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Manca, S., Bocconi, S., & Gleason, B. (2021). “Think globally, act locally”: A glocal approach to the development of social media literacy. Computers and Education, 160, 104025. https://doi.org/10.1016/j.compedu.2020.104025

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis; An Expanded Sourcebook. Sage Publication.

Olofsson, A. D., Fransson, G., & Lindberg, J. O. (2020). A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative. Educational Studies, 46(6), 727–743. https://doi.org/10.1080/03055698.2019.1651694

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Rambousek, V., Štípek, J., & Vaňková, P. (2016). Contents of Digital Literacy from the Perspective of Teachers and Pupils. Procedia - Social and Behavioral Sciences, 217, 354–362. https://doi.org/10.1016/j.sbspro.2016.02.101

Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940

Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225–241. https://doi.org/10.1080/1475939X.2013.813407

Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers and Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212

DOI: https://doi.org/10.35445/alishlah.v13i3.1246