Teachers' digital literacy at SMKN 3 Surakarta: The role of learning motivation and organizational support - Ersa Yuni Azzahra; Tutik Susilowati (Program Studi Pendidikan Administrasi perkantoran FKIP UNS, 2026)
AbstrakTransformasi digital di bidang pendidikan menuntut guru untuk memiliki kemampuan literasi digital guru dalam mendukung pembelajaran. Namun, pada praktiknya masih ditemukan perbedaan kemampuan literasi digital guru yang dipengaruhi oleh faktor internal, seperti motivasi belajar serta faktor eksternal seperti dukungan organisasi. Tujuan penelitian ini untuk mengetahui pengaruh motivasi belajar dan dukungan organisasi terhadap literasi digital guru SMKN 3 Surakarta baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan asosiatif kausal, dengan jumlah populasi dan sampel 75 guru melalui teknik total sampling. Data dikumpulkan melalui angket tertutup berskala Likert yang telah melewati uji validitas dan reliabilitas. Analisis data menggunakan regresi linear berganda melalui bantuan perangkat lunak IBM SPSS Statistics versi 27. Temuan penelitian menunjukkan bahwa (1) motivasi belajar berpengaruh positif dan signifikan terhadap literasi digital guru dengan kontribusi efektif sebesar 48,1%. (2) dukungan organisasi berpengaruh positif dan signifikan terhadap literasi digital guru dengan kontribusi efektif sebesar 16,4%. (3) motivasi belajar dan dukungan organisasi berpengaruh positif dan signifikan terhadap literasi digital guru secara simultan dengan nilai R Square sebesar 0,645 menunjukkan bahwa 64,5% variabel literasi digital guru dipengaruhi oleh motivasi belajar dan dukungan organisasi, sementara sisanya 35,5% dipengaruhi oleh variabel lain di luar penelitian ini. Kata Kunci: dukungan organisasi; literasi digital guru; motivasi belajar; guru, sekolah kejuruan AbstractDigital transformation in education requires teachers to possess digital literacy competencies in order to support effective learning. However, in practice, disparities in teachers' digital literacy remain evident, influenced by internal factors such as learning motivation, as well as external factors such as organizational support. This study aims to examine the effect of learning motivation and organizational support on the digital literacy of teachers at SMKN 3 Surakarta, both partially and simultaneously. This study employed a causal associative approach, with a population and sample of 75 teachers selected through a total sampling technique. Data were collected using a closed-ended Likert-scale questionnaire that had undergone validity and reliability testing. Data analysis was conducted using multiple linear regression with the aid of IBM SPSS Statistics software, version 27. The findings revealed that (1) learning motivation has a positive and significant effect on teachers' digital literacy, with an effective contribution of 48.1%; (2) organizational support has a positive and significant effect on teachers' digital literacy, with an effective contribution of 16.4%; and (3) learning motivation and organizational support simultaneously exert a positive and significant effect on teachers' digital literacy, with an R-square value of 0.645, indicating that 64.5% of the variance in teachers' digital literacy is explained by learning motivation and organizational support, while the remaining 35.5% is attributable to other variables outside the scope of this study.Keywords: organizational support; teacher digital literacy; learning motivation; teachers; vocational school