Garuda - Garba Rujukan Digital

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

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

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

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.

FlipVlab: Integrating Virtual Laboratories, Flipped Learning, and Scientific Inquiry in General Chemistry Bayu Antrakusuma; Khaerudin; Ivan Hanafi
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1126

General Chemistry learning is often constrained by students’ difficulties in understanding abstract concepts and limited access to laboratory activities, highlighting the need for flexible digital learning environments that connect conceptual preparation with experimental inquiry. This study developed and evaluated FlipVlab, an integrated learning model that combines virtual laboratories, flipped learning, and scientific inquiry for General Chemistry. The model structures learning through pre-class digital preparation and virtual experimentation, followed by in-class data verification, collaborative analysis, and conclusion formulation. FlipVlab was developed using an integrated research and development framework and underwent formative evaluation through expert review, individual evaluation, and small-group evaluation. Its feasibility was assessed by experts in instructional design, learning materials, and learning media, while its effectiveness was examined through a quasi-experimental post-test-only control-group design. The findings demonstrated that FlipVlab achieved high feasibility across all evaluated components. Students learning through FlipVlab also achieved substantially better learning outcomes than those receiving conventional instruction, with the observed difference indicating a strong educational effect. These findings suggest that systematically integrating virtual experimentation with flipped learning and scientific inquiry can provide an effective alternative for General Chemistry instruction, particularly when physical laboratory access is constrained. FlipVlab offers a structured model for connecting online preparation, digital experimentation, and collaborative classroom inquiry.

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