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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Jurnal Teknologi Informasi dan Pendidikan
Nurhalimah Siregar
Universitas Islam Internasional Indonesia
Computer Science & IT Control & Systems Engineering Education Engineering

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Teachers’ Sensemaking of Digital Technologies Integration for Assessment in High School Context Nurhalimah Siregar; Iin Afriyanti Umar
Jurnal Teknologi Informasi dan Pendidikan Vol. 19 No. 2 (2026): Jurnal Teknologi Informasi dan Pendidikan
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jtip.v19i2.1124

Abstract

The rapid transformation of digital technologies in education shifts the traditional assessment process into a more flexible and data-driven approach that supports evaluating students’ learning. In the Indonesian context, the teachers primarily use digital technology for administrative purposes and as a substitute for written exams rather than supporting formative assessment strategies and contextual summative assessments. The current study seeks to close a research gap by exploring high school teachers’ sensemaking towards integrating digital assessment into classroom learning. This study is drawn from sensemaking theory by Karl Weick in 1995, which emphasizes the individual making sense process based on their experiences, beliefs, and environments. In this context of study, this theory explains how teachers interpret, negotiate, evaluate, and adapt to the digital assessment integration based on their prior knowledge, beliefs, contextual constraints, and learning objectives. The study used a qualitative research design through semi-structured interviews with four high school teachers from different schools, subject areas, and years of teaching experience. The finding shows that teachers adapt digital assessment based on institutional mandates, learning objectives, and students’ characteristics. Teachers perceive digital assessments as highly effective for enhancing administrative efficiency, professional routine, and student engagement, particularly through creative projects. However, they position digital tools as supplements rather than replacements, as DA is deemed less effective in capturing students' moral character, productive skills (e.g., speaking), and authentic presence. Furthermore, the study reveals that teachers ensure assessment integrity through technological control and foster transparency by providing parents with real-time access to students' progress.
Digital Continuous Professional Development Engagements: Insights from an Islamic Teacher at a Senior High School in Indonesia Nurhalimah Siregar; Mu’minatus Fitriati Firdaus; Miatin Rachmawati; Sulhatul Habibah
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 2 (2026): September-November (Edu-Religia
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

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Abstract

Digital transformation in education requires teachers to learn continuously. However, little is known about how teachers in Indonesian Islamic schools engage in digital continuous professional development (CPD). This qualitative case study explores how teachers in an Islamic girls’ senior high school engage in West Java, Indonesia, engage in digital CPD. Drawing on the digital CPD competence within the European Digital Competence Framework for Educators (DigCompEdu). Six female teachers were purposively selected from a school-wide survey based on their willingness to participate and variation in subject, educational backgrounds, and teaching experience. Data were collected from semi-structured interviews, classroom observations, and digital artifacts. The framework method guided the analysis, using deductive codes from DigCompEdu and inductive codes from the data. Three core themes were identified. First, teachers primarily engaged in informal, self-directed micro-learning via YouTube, TikTok, and generative AI tools, driven by immediate classroom needs. Second, learning was peer-supported which a digitally capable colleague who introduced tools to others, and a subject-teacher group (MGMP) shared a paid digital tool. Third, learning was context-bound which a weekly school routine, faith-based expectations for digital materials, and limited time shaped its content and conditions. The findings add contextual evidence to DigCompEdu by showing how school routines, Islamic values, and time pressure frame digital CPD. School can recognize digitally capable peers as informal trainers and protect learning time within the working day.
Co-Authors Iin Afriyanti Umar Miatin Rachmawati Mu’minatus Fitriati Firdaus Sulhatul Habibah