Spiritual Values in Digital English Learning Media: Effects on Teaching Competence and Student Outcomes among Elementary School Teachers

Ishak Ishak; Desri Arwen; Euis Yanah Mulyanah

doi:10.35445/alishlah.v18i2.9940

Spiritual Values in Digital English Learning Media: Effects on Teaching Competence and Student Outcomes among Elementary School Teachers

Ishak Ishak, Desri Arwen, Euis Yanah Mulyanah

Abstract

The integration of spiritual values into digital English learning media offers a potential approach to strengthening teacher professionalism and improving student-related learning outcomes. However, empirical evidence explaining how spiritual values affect teaching competence and student outcomes in technology-supported elementary English instruction remains limited. This study employed a quantitative cross-sectional survey design involving 150 elementary school teachers in Tangerang Regency, Indonesia. Data were collected using a structured 5-point Likert-scale questionnaire measuring Spiritual Value, Teaching Competence, and Teacher-Perceived Student Outcomes. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 to evaluate the measurement model, structural relationships, and mediating effect. The measurement model demonstrated satisfactory validity and reliability, with outer loadings above 0.70, AVE values above 0.50, composite reliability values above 0.90, and HTMT values below 0.90. The structural model showed that Spiritual Value significantly influenced Teaching Competence (β = 0.592, p < 0.001) and Teacher-Perceived Student Outcomes (β = 0.179, p = 0.036). Teaching Competence also had a strong positive effect on Teacher-Perceived Student Outcomes (β = 0.724, p < 0.001). Mediation analysis confirmed that Teaching Competence significantly mediated the relationship between Spiritual Value and Teacher-Perceived Student Outcomes (β = 0.428, p < 0.001). The findings suggest that spiritual values contribute to student-related outcomes primarily by enhancing teachers’ instructional competence. This study extends the TPACK framework by emphasizing the role of value-based and ethical dimensions in digital English teaching. It also highlights the need for teacher development programs that integrate pedagogical, technological, and spiritual dimensions.

Keywords

spiritual value; teaching competence; teacher-perceived student outcomes; digital english earning; TPACK

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DOI: https://doi.org/10.35445/alishlah.v18i2.9940