Hubungan Literasi Digital Guru dengan Kemampuan Guru dalam Merancang Pembelajaran Abad Ke-21
DOI:
https://doi.org/10.51278/aj.v8i4.2876Keywords:
Digital Literacy, Teachers, 21st Century Learning, Educational InnovationAbstract
The transformation of 21st-century education requires teachers to develop digital literacy so that technology can be used not only as a teaching tool but also as part of purposeful learning design. This need is increasingly important because teachers are expected to design learning experiences that are innovative, collaborative, interactive, and oriented toward 21st-century skills. However, teachers may still experience difficulties in selecting and integrating digital technologies in lesson planning. This study aims to determine the direction, strength, and significance of the relationship between teachers' digital literacy and their ability to design 21st-century learning. A quantitative approach with a correlational survey design was used. The participants were 30 teachers from elementary, junior secondary, and senior secondary education. Data were collected through an online Likert-scale questionnaire measuring teachers' digital literacy and their ability to design 21st-century learning. The data were analyzed using descriptive statistics, normality and linearity tests, and the Spearman Rank correlation test with SPSS version 27. The results showed a positive and statistically significant relationship between teachers' digital literacy and their ability to design 21st-century learning, with a correlation coefficient of 0.779 and p < 0,001. The finding indicates a strong relationship: teachers with higher digital literacy tended to report better ability to design learning that integrates technology and supports 21st-century skills. Therefore, strengthening teachers' digital literacy through relevant training, mentoring, and continuous professional development is important, particularly when it is connected directly to lesson planning and pedagogical use of technology.
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