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Henni Sukmawati
Institut Agama Islam Negeri Parepare, Indonesia
Education

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The Contestation of Differentiation of Educator Capabilities on Learning Effectiveness in the Digital Era Muhammad Saleh; Ahdar Ahdar; Andi Muhammad Asbar; Henni Sukmawati; Kalsum Kalsum
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7093

Abstract

This study aims to explore the relationship between educator skill differentiation and learning effectiveness in the digital era. A quantitative approach was used to analyze the influence of variables such as lecturer age, length of teaching, technology mastery, experience and depth of material, as well as relationships with students and pedagogical approaches on learning effectiveness. The results of the regression analysis showed that experience and depth of material had the most significant influence on learning effectiveness, with a regression coefficient of 1.679 (t = 4.233, p = 0.001). Furthermore, technology mastery showed a positive effect approaching significance (coefficient = 0.1336, t = 1.966, p = 0.067), indicating the importance of technology integration in learning. However, variables such as lecturer age and length of teaching did not have a significant influence. The F-test yielded an F-statistic of 159.70 with a p-value of 4.57, confirming that the combination of variables in this model has a significant influence on learning effectiveness. The coefficient of determination R2 of 0.980 indicates that 98% of the variation in learning effectiveness can be explained by these variables. These findings emphasize the need for professional development programs that focus on improving mastery of content and technology to achieve effective learning.
Co-Authors Ahdar Ahdar Andi Muhammad Asbar Kalsum Kalsum Muhammad Saleh