Elementary School Teachers’ Perspectives on Integrating Technology, Information, and Communication in Education

Ratna Hidayah; Muna Fauziah

doi:10.35445/alishlah.v17i1.6268

Elementary School Teachers’ Perspectives on Integrating Technology, Information, and Communication in Education

Ratna Hidayah, Muna Fauziah

Abstract

The integration of information and communication technology (ICT) in education offers significant opportunities for enhancing teaching and learning in the 21st century. This study aims to analyze elementary school teachers’ perceptions of ICT utilization in public schools in Kebumen Regency. A quantitative, cross-sectional survey design was employed. Data were collected from 109 elementary school teachers through online questionnaires distributed via Google Forms. Responses were measured using a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistical analysis was used to interpret the data. Findings indicate that teachers hold highly positive perceptions of ICT integration in learning. The perceived impact of ICT on student interest and motivation received an average score of 3.79, while the perceived benefits of ICT in learning scored 3.72. Teachers also acknowledged the educational value of ICT (mean score: 3.57) and expressed confidence in their ICT competence (mean score: 3.29). All scores fall within the high to very high category, suggesting strong support for ICT usage in the classroom. These results highlight a favorable outlook among primary school teachers regarding ICT in education. However, limitations exist, as the study focuses solely on elementary-level educators. The generalizability of findings to higher educational levels may be limited. Teachers in Kebumen exhibit strong support for ICT integration in primary education. Future research should consider longitudinal studies or expand to higher education contexts to assess the broader impact of ICT on teaching and learning outcomes.

Keywords

teacher perception; utilization, learning; information and communication technology

Full Text:

PDF

References

Anshori, S. (2017). Pemanfaatan Teknologi Informasi dan Komunikasi Sebagai Media Pembelajaran. Civic-Culture: Jurnal Ilmu Pendidikan PKn Dan Sosial Budaya, 1(2), 88–100.

Balash, F., Yong, Z., & Bin-Abu, B. (2011). Lecturers and educational technology: Factors affecting educational technology adoption in teaching. 2nd International Conference on Education and Management Technology IPCSIT, 13, 101–104.

Busse, V. (2011). CLIL: Content and Language Integrated Learning. System, 3(1), 123–125. https://doi.org/10.1016/j.system.2011.01.001

Cakrawati, L. M. (2017). Students’ perceptions on the use of online learning platforms in efl classroom. English Language Teaching and Technology Journal (ELT-Tech Journal), 1(1), 22–30.

Chen, H., Liu, F., & Wen, Y. (2023). The influence of college students’ core self-evaluation on job search outcomes: Chain mediating effect of career exploration and career adaptability. Current Psychology, 42(18), 15696–15707.

Dalimunthe, A. (2024). Development and Implementation of a Web-Based Management Information System for Enhancing Computer Programming Training in Education. Al-Ishlah: Jurnal Pendidikan, 16(3), 3389–3400. https://doi.org/10.35445/alishlah.v16i3.5792

Frydrychova Kl imova, B., & Poulova, P. (2014). Forms of instructions and students’ preferences - a comparative study. Proceedings of the 7th International Conference, ICHL 2014, 220–231.

González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12, 1–17. https://doi.org/10.3390/su122410366

Haygood, E., Garner, R., & Johnson, S. (2012). Blended Learning: Using Web 2.0S to Enhance Classroom Instruction. Retrieved from Interlink Alliance website: https://www.ohio.edu/education/

Ifinedo, E., Rikala, J., & Timo, H. (2020). Computers & Education Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics , knowledge constructs, ICT practices and beliefs. Computers & Education Journal, 146(103760), 1–17.

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument. Australian Educational Computing, 27(3), 26–35. Retrieved from https://www.learntechlib.org/p/133312/

Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175–190.

Kristianto, B. (2017). Factors affecting social network use by students in Indonesia. Journal of Information Technology Education: Research, 16, 69–103. https://doi.org/10.28945/3675

Mahdum, Handriana, & Safriyanti, M. (2019). Exploring teacher perceptions and motivations to ict use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18, 293–317. https://doi.org/10.28945/4366

Mwendwa, N. K. (2017). Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya. Saudi Journal of Humanities and Social Sciences, 2(5), 362–368. https://doi.org/10.21276/sjhss

Mweshi, G. K. (2020). Application Of Sampling Methods For The Research Design. Archives of Business Review, 8(11), 180–193. https://doi.org/10.14738/abr.811.9042

Olasina, G. (2012). Student’s e-Learning /m-Learning Experiences and Impact on Motivation in Nigeria. Proceedings of the IATUL Conferences, 1–10. Purdue University.

Pardede, P. (2015). Pre-Service EFL Teachers’ Perception of Edmodo Use as a Complementary Learning Tool. PROCEEDING English Education Department Collegiate Forum (EED CF) 2015-2018. Jakarta: UKI Press. https://doi.org/10.33541/jet.v5i1.955

Pardede, P. (2019). Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching: A Case Study in Greater Jakarta. Journal of English Teaching, 6(2), 144–157. https://doi.org/10.33541/jet.v6i2.1976

Pardede, Parlindungan, & Sunarto. (2020). Persepsi guru dan siswa terhadap penggunaan tik dalam pembelajaran di sekolah menengah di Jakarta dan sekitarnya. Jurnal Dinamika Pendidikan, 13(3), 226–237. https://doi.org/10.33541/jdp.v12i3.1295

Pramana, E. (2018). Determinants of the adoption of mobile learning systems among university students in Indonesia. Journal of Information Technology Education: Research, 17, 365–398. https://doi.org/10.28945/4119

Qaddumi, H., Bartram, B., & Qashmar, A. L. (2021). Evaluating the impact of ICT on teaching and learning: A study of Palestinian students’ and teachers’ perceptions. Education and Information Technologies, 26, 1865–1876. https://doi.org/10.1007/s10639-020-10339-5

Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal’s teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36–47. https://doi.org/10.17220/mojet.2020.01.003

Rathore, B. (2023). Future of AI & Generation Alpha : ChatGPT beyond Boundaries. EDUZONE: International Peer Reviewed/Refereed Multidisciplinary Journal (EIPRMJ), 12(1), 63–68. https://doi.org/10.56614/eiprmj.v12i1y23.254

Roemintoyo, & Budiarto, M. K. (2021). Flipbook as Innovation of Digital Learning Media: Preparing Education for Facing and Facilitating 21st Century Learning. Journal of Education Technology, 5(1), 8–13.

Safihu, L. O., Bundu, P., & Gani, H. A. (2022). The Effect of Information Technology Mastering on The Results of Elementary School Teacher Competency Test in Ambon City. Jurnal Administrare: Jurnal Pemikiran Ilmiah Dan Pendidikan Administrasi Perkantoran, 9(2), 477–484.

Samith, D., Guptil, M., & Russle, A. (2024). The influence of training to strengthen teacher competency and mastery of ITC (information and communication technology) on the performance of public elementary school teachers in Binjai City. Journal of Educational Management, Learning Centre and Social Knowledge, 1(1), 25–33.

Solangi, Y. A., Longsheng, C., Ahsan, S., & Shah, A. (2021). Assessing and overcoming the renewable energy barriers for sustainable development in Pakistan: An integrated AHP and fuzzy TOPSIS approach. Renewable Energy, 173, 209–222. https://doi.org/10.1016/j.renene.2021.03.141

Suleiman, M. M., Yahya, A. T., & Tukur, M. (2020). Effective Utilization of ICT Tools in Higher Education. Journal of Xidian University, 14(1001), 588–594. https://doi.org//10.37896/jxu14.9/061

Wachira, P., & Keengwe, J. (2011). Technology Integration Barriers: Urban School Mathematics Teachers Perspectives. Journal of Science Education and Technology, 20, 17–25. https://doi.org/10.1007/s10956-010-9230-y

Yieng, W. A., & Daud, K. (2018). ICT Competencies among School Teachers: A Review of Literature. Journal of Education and Learning (EduLearn), 12(3), 376–381. https://doi.org/10.11591/edulearn.v12i3.5579

Yusrizal, Hajar, I., & Tanjung, S. (2019). Analysis of Elementary School Teachers’ Ability in Using ICT Media and Its Impact on the Interest to Learn of Students in Banda Aceh. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(3), 45–57. https://doi.org/10.33258/birle.v2i3.352 45

DOI: https://doi.org/10.35445/alishlah.v17i1.6268