PENGARUH LITERASI DIGITAL TERHADAP KINERJA GURU SEKOLAH DASAR DENGAN WORK ENGAGEMENT SEBAGAI VARIABEL MEDIASI

Penelitian Kuantitatif

Authors

  • Ahmad Nurhadi Universitas Bina Bangsa
  • Tito Parta Wibowo Universitas Bina Bangsa
  • Asep Agus Salim Universitas Bina Bangsa
  • Elim Halimah Sa’diyah Universitas Bina Bangsa
  • Noni Nurasiah Universitas Bina Bangsa
  • Rista Maifi Universitas Bina Bangsa

DOI:

https://doi.org/10.23969/jp.v11i02.47785

Keywords:

digital literacy, work engagement, teacher performance

Abstract

This study aims to examine the effect of digital literacy on elementary school teachers’ performance with work engagement as a mediating variable. The study employed a quantitative approach using a survey design in Mandalawangi District, Pandeglang Regency. The sample consisted of 51 teachers from 7 elementary schools selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed through linear regression and mediation testing with IBM SPSS Statistics version 26. The findings indicate that digital literacy has a positive and significant effect on teacher performance (β = 0.853; p < 0.05). Digital literacy also has a significant effect on work engagement (β = 0.680; p < 0.05), and work engagement significantly affects teacher performance (β = 0.392; p < 0.05). The mediation analysis shows that work engagement partially mediates the relationship between digital literacy and teacher performance. These findings contribute to the development of a teacher performance improvement model that emphasizes both digital competence and work engagement in elementary education.

Downloads

Download data is not yet available.

References

Agustin, S. M., Darmansyah, & Fitria, Y. (2025). Implementasi media pembelajaran berbasis TIK pada pembelajaran tematik di sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 6211–6223. https://journal.unpas.ac.id/index.php/pendas/issue/view/602

Alakrash, H. M., & Razak, N. A. (2021). Technology-based language learning and digital literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304

Alarcón, R., Jiménez, E. del P., & de Vicente-Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919

Alenezi, M., Wardat, Y., & Akour, M. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability, 15(6), 4782. https://doi.org/10.3390/su15064782

Bakker, A. B., & Albrecht, S. (2018). Work engagement: Current trends. Career Development International, 23(1), 4–11. https://doi.org/10.1108/CDI-11-2017-0207

Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056

Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluation of teacher digital competence frameworks through expert judgement: The use of the expert competence coefficient. Journal of New Approaches in Educational Research, 9(2), 275–293. https://doi.org/10.7821/naer.2020.7.578

Claro, M., Castro-Grau, C., Ochoa, J. M., Hinostroza, J. E., & Cabello, P. (2024). Systematic review of quantitative research on digital competences of in-service school teachers. Computers & Education, 215, 105030. https://doi.org/10.1016/j.compedu.2024.105030

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world: IEA international computer and information literacy study 2018 international report. Springer. https://doi.org/10.1007/978-3-030-38781-5

Henita, Setiawan, A., & Rozak, R. W. A. (2025). Peran media sosial sebagai sarana informasi sekolah. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1). https://doi.org/10.23969/jp.v10i01.21662

Hizam, S. M., Akter, H., Sentosa, I., & Ahmed, W. (2021). Digital competency of educators in the virtual learning environment: A structural equation modeling analysis. IOP Conference Series: Earth and Environmental Science, 704(1), 012023. https://doi.org/10.1088/1755-1315/704/1/012023

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016

lisa, meilisa, Yusuf, D., Izmala, A., & Iskandar, S. (2025). Peran guru dalam mendorong inovasi pembelajaran di era digital. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2). https://doi.org/10.23969/jp.v10i2.25743

Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052

OECD. (2019). OECD future of education and skills 2030. OECD Publishing.

Pettersson, F. (2018). On the issues of digital competence in educational contexts: A review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/s10639-017-9649-3

Raralio, J. S. (2023). Work engagement, job satisfaction, and teaching performance of elementary teachers in the new normal. AIDE Interdisciplinary Research Journal, 2(1), 220–241. https://doi.org/10.56648/aide-irj.v2i1.32

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.

Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools: Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, 106636. https://doi.org/10.1016/j.chb.2020.106636

Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Tetty, T. B., Meideka, M. S., Valina, V. J. C., Hazeirin, H. A., Melanie, M. C. N., Sadrina, S. D. M., Sofwan, M. S., & Khoirunnisa, K. (2025). Kesulitan guru dalam mengoptimalkan media pembelajaran berbasis teknologi dalam pembelajaran IPS di sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 290–299. https://journal.unpas.ac.id/index.php/pendas/issue/view/602

Tondeur, J., Siddiq, F., Scherer, R., & van Braak, J. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150. https://doi.org/10.1016/j.compedu.2015.11.009

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

Zulfikri, M., & Reinita, R. (2025). Pengembangan media berbasis aplikasi SWAY di dalam pendidikan Pancasila pada Kurikulum Merdeka di kelas IV sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 250–257. https://journal.unpas.ac.id/index.php/pendas/issue/view/599

Downloads

Published

2026-05-28

Issue

Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish

Section

Articles

License

Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.