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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Journal of Social Research
Ivan Hanafi
Universitas Negeri Jakarta, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era Theresia Anggraini; Masduki Ahmad; Ivan Hanafi
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v10i02.10795

Abstract

This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.
Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era Theresia Anggraini; Masduki Ahmad; Ivan Hanafi
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v10i02.10795

Abstract

This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.
Evaluation Of The Field Work Practice Program (Pkl) Using The Discrepancy Evaluation Model (Dem) In The Computer Engineering And Informatics Expertise Program At Smk Negeri 7 Bandar Lampung Aiza Nabila Hasan; Ivan Hanafi; Riyadi Riyadi
Journal of Social Research Vol. 3 No. 6 (2024): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The 2003 National Education System Law outlines the purpose of national education, emphasizing vocational education as secondary education aimed at preparing students for specific fields of work. However, the COVID-19 pandemic has created challenges in achieving these goals, prompting a need for evaluation and solutions. To address this, a program evaluation is proposed, focusing on analyzing the Industrial Work Program (PKL) in terms of design, implementation, process, and outcomes. The evaluation aims to assess the alignment between program objectives and actual results, considering factors such as program design, HR requirements, implementation scope, street vendors' involvement, and outcomes for schools, students, and industry partners. The Discrepancy Evaluation Model (DEM) by Malcom Provus is chosen for its ability to compare expectations with reality. The evaluation will employ both quantitative and qualitative methods, utilizing questionnaires, observations, interviews, and document analysis. Qualitative data analysis involves activities such as data reduction, display, validation (triangulation), and conclusion drawing, while quantitative analysis utilizes descriptive percentage analysis. The research seeks to generate recommendations that improve education quality and program evaluation practices, particularly in ICT-based competency development during the pandemic transition. By providing a detailed evaluation, the study aims to offer actionable insights for enhancing the PKL program's effectiveness and contributing to educational advancement.
Co-Authors Aiza Nabila Hasan Masduki Ahmad RIYADI Theresia Anggraini