Garuda - Garba Rujukan Digital

Portrayal of Professional Digital Competence (PDC) of English Teacher: Digital Immigrant vs. Native Imam Santosa; Ifan Iskandar
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.183-202

This study aimed to investigate the differences in professional development for digital competence (PDC) levels between digital immigrant and digital native teachers. A total of 49 teachers participated in the study. Data was collected through an online survey that measured their PDC levels in seven domains: Subject and Basic Skills, School in Society, Ethics, Pedagogy and Subject Didactics, Leadership of Learning Processes, Interaction and Communication, and Change and Development. The results indicated that there were slight differences between the PDC levels of digital immigrant and digital native teachers. Digital immigrant teachers had higher percentages at the none level and the skills level, while digital native teachers had higher percentages at the knowledge level and the competence level. The findings suggest that both groups of teachers have relatively high levels of PDC, indicating that they are capable of using technology effectively in their teaching practices. The study highlights the importance of ongoing professional development for both groups to ensure they are equipped with the necessary digital competencies to effectively support their students in the digital age. The PDC framework can be a useful tool for identifying areas of strength and weakness for both digital learner groups, and can guide the development of targeted professional development programs.

Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses Sri Sumarni; Ifan Iskandar; Imam Santosa
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.613-631

This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.

English Teachers’ Perceptions of Digital Literacy in Teaching Imam Santosa; Stephanie Fahra Caroline; Ifan Iskandar; Vjollca Jonuzi
Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v1i1.50

Background of the Study: Digital literacy has become a crucial aspect of modern education. English teachers are expected to not only use digital tools but also understand their pedagogical and ethical implications. Aims and Scope of the Paper: This study explores the perceptions of junior and senior high school English teachers regarding digital literacy in teaching, including their experiences, challenges, and readiness in integrating digital tools. Methods: Using a descriptive qualitative approach, data were collected through semi-structured interviews with 17 English teachers who met the inclusion criteria. Thematic analysis was employed to identify patterns and themes. Results: The analysis revealed four main themes: access, evaluation, use, and reflection. Teachers showed enthusiasm in using digital tools, but practices remained within familiar boundaries. Formal training in evaluating content was limited, and concerns about ethical and pedagogical responsibilities emerged. Conclusion: Effective integration of digital literacy requires not only access to tools and infrastructure but also continuous professional development that promotes confidence, critical awareness, and reflective teaching practices.

Deep Learning in the Formation of Students' Nationalist Attitudes: A Bibliometric Analysis Study Muhammad Rijal Fadli; Bahtiar Afwan; Alfian; Imam Santosa
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001556

This study addresses the limited role of deep learning in fostering students’ national pride, as existing research largely emphasizes technical aspects of artificial intelligence rather than value-based education. This gap highlights the need for integrating national values and character development into deep learning research. The study aims to examine publication trends, research directions, and patterns of scientific collaboration related to deep learning and student nationalism in the digital era. A bibliometric approach was employed to analyze scholarly publications indexed in Google Scholar, Scopus, and Web of Science (WoS) from 2019 to 2025. The analysis focused on research growth, thematic connections, author productivity, and keyword co-occurrence to map the development of the field. The findings indicate a significant increase in publications during the early period, followed by a decline in recent years, suggesting a possible shift or saturation in research focus. The most frequent keywords identified were attitudes (228), teacher (120), and deep learning (96), alongside related terms such as value, artificial intelligence, critical thinking, university, and student learning. These results reveal that deep learning research remains predominantly oriented toward general technological and pedagogical applications, with limited emphasis on cultivating national values and pride. This study underscores the need for future research that integrates deep learning with value-based education to strengthen students’ national awareness and character development in higher education contexts.

English Teachers’ Perceptions of Digital Literacy in Teaching Imam Santosa; Stephanie Fahra Caroline; Ifan Iskandar; Vjollca Jonuzi
Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v1i1.50

Background of the Study: Digital literacy has become a crucial aspect of modern education. English teachers are expected to not only use digital tools but also understand their pedagogical and ethical implications. Aims and Scope of the Paper: This study explores the perceptions of junior and senior high school English teachers regarding digital literacy in teaching, including their experiences, challenges, and readiness in integrating digital tools. Methods: Using a descriptive qualitative approach, data were collected through semi-structured interviews with 17 English teachers who met the inclusion criteria. Thematic analysis was employed to identify patterns and themes. Results: The analysis revealed four main themes: access, evaluation, use, and reflection. Teachers showed enthusiasm in using digital tools, but practices remained within familiar boundaries. Formal training in evaluating content was limited, and concerns about ethical and pedagogical responsibilities emerged. Conclusion: Effective integration of digital literacy requires not only access to tools and infrastructure but also continuous professional development that promotes confidence, critical awareness, and reflective teaching practices.

AI-Based HOTS Questions: Training for Elementary School Teachers in the Digital Era Muhammad Rijal Fadli; Khusnul Fatonah; Imam Santosa
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 2 (2026): Mei
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v5i2.635

The development of the digital era requires teachers to not only master conventional pedagogy, but also have the capability to manage and utilize Artificial Intelligence (AI) as part of learning and assessment innovation. However, some elementary school teachers have not fully followed these technological developments, so the preparation of Higher Order Thinking Skills (HOTS) questions tends to be done conventionally and has not optimized AI as a professional tool. This Community Service activity aims to provide training in creating AI-based HOTS questions for elementary school teachers to improve their pedagogical competence and digital literacy. The method used is Participatory Action Research (PAR), with stages of socialization, training, technology implementation, mentoring, and program sustainability by emphasizing the active participation of partners. The activity was carried out through collaboration between the proposing team and the target community, namely teachers of Setia Mulya 02 Bekasi Elementary School, so that the materials and practices provided are aligned with the school's needs. The results of the program implementation showed a significant increase in teacher understanding and skills, with more than 70% of participants being able to independently prepare AI-based HOTS questions. These findings confirm that the Community Service Program is relevant to the demands of learning in the digital era and significantly contributes to improving the quality of assessments that are contextual, technology-adaptive, and oriented toward developing students' higher-order thinking.

PENGEMBANGAN SISTEM PEMBELAJARAN DIGITAL UNTUK MENDUKUNG SISWA ATLET DI SMA 2 SETU BEKASI Imam Santosa; Alfian Alfian; Muhammad Rijal Fadli; Lisna Hikmawaty
Devote: Jurnal Pengabdian Masyarakat Global Vol. 4 No. 3 (2025): Devote : Jurnal Pengabdian Masyarakat Global, 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/devote.v4i3.4606

Program pengabdian masyarakat ini berfokus pada upaya menjawab tantangan pendidikan yang dihadapi oleh siswa atlet di SMA Negeri 2 Setu Bekasi yang sering kali tidak dapat mengikuti pembelajaran di kelas akibat padatnya jadwal latihan dan kompetisi. Tujuan utama kegiatan ini adalah mengembangkan dan mengimplementasikan sistem pembelajaran digital yang fleksibel, sehingga siswa dapat mengakses materi pelajaran dan menyelesaikan tugas kapan saja dan di mana saja. Pendekatan yang digunakan bersifat partisipatif dengan melibatkan kolaborasi bersama pihak sekolah, termasuk guru, wakil kepala sekolah bidang kurikulum, dan siswa. Strategi pelaksanaan mencakup identifikasi kebutuhan awal, desain sistem berbasis Moodle sebagai platform manajemen pembelajaran, pelatihan bagi guru dan siswa, serta evaluasi melalui observasi dan umpan balik pengguna. Hasil pelaksanaan menunjukkan peningkatan kemandirian belajar siswa, keterlibatan digital yang lebih tinggi, dan tumbuhnya kesadaran guru akan pentingnya model pembelajaran adaptif. Program ini juga mendorong terbentuknya kelompok belajar digital di kalangan siswa atlet yang saling mendukung dalam proses belajar. Keberhasilan ini menunjukkan potensi replikasi untuk sekolah lain dengan tantangan serupa.

PENDAMPINGAN GURU SD PENGGILINGAN 01 JAKARTA DALAM MENDESAIN E-MODUL FLIPPED BOOK UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM MERDEKA Irma Savitri Sadikin; Imam Santosa; Lutfiyah Lutfiyah; Hardianti Hardianti; Muhammad Rijal Fadli
Devote: Jurnal Pengabdian Masyarakat Global Vol. 4 No. 4 (2025): Devote: Jurnal Pengabdian Masyarakat Global, 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/devote.v4i4.4971

This community service program aimed to enhance the digital and pedagogical competencies of teachers at SD Penggilingan 01 Jakarta through training and mentoring on the development of digital learning materials using the flipped book approach. The program was conducted over four months (October 2024–January 2025) and involved 20 teachers from various grade levels. The implementation process included four main stages: needs assessment, training and workshop, classroom mentoring, and evaluation.The pre–post test results indicated an average improvement of 47.6% in teachers’ competencies, covering the understanding of digital media design skills and multimedia integration. Ninety percent of the participants successfully created their own flipped books relevant to their teaching subjects. Teachers also demonstrated greater confidence and creativity in integrating digital tools into their lessons. The impact was evident on three levels: teachers became more innovative, students showed higher enthusiasm and learning independence, and the school gained a sustainable digital learning model. This program highlights that flipped book–based training is an effective pedagogical strategy to support the implementation of the Merdeka Curriculum and foster a more adaptive digital learning ecosystem in elementary education.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search