Social media learning strategies, teachers' digital competencies and online learning quality: A correlational study
DOI:
https://doi.org/10.21831/jitp.v11i3.73020Keywords:
Social media learning strategies, Digital competency, Learning quality, TeacherAbstract
Digital competence for teachers needs special attention because learning today cannot be separated from the use of technology, so learning is of high quality. However, conditions in Indonesia show the opposite, where not all teachers have mastered digital technology. This study examines the relationship between social media-based learning strategies teachers' digital competencies and learning quality in Indonesia. The quantitative method with a correlational approach was used in this study. A total of 1001 teachers in Indonesia were the respondents. Data was obtained through questionnaires completed by the respondents. The results showed a positive relationship between social media-based learning strategies and teachers' digital competencies. A positive relationship is also seen between social media-based learning strategies and learning quality. The implication is that teachers should maximize the use of social media in learning to increase their digital competence and improve learning quality. On the other hand, schools should also provide facilities, training, and mentoring to encourage teachers to implement social media-based learning strategies.References
Alghamdi, A. K. H., & Alanazi, F. H. (2019). Creating scientific dialogue through social media: exploration of Saudi pre-service science teachers. Research in Science and Technological Education, 37(4), 471–491. https://doi.org/10.1080/02635143.2019.1570107
Ariawan, I. P. W., Giri, M. K. W., & Divayana, D. G. H. (2019). Preliminary design of CIPP-SAW evaluation model in measuring ICT-based learning effectiveness in health colleges. Journal of Physics: Conference Series, 1402, 1-7. https://doi.org/10.1088/1742-6596/1402/2/022077
Bannister, J., Neve, M., & Kolanko, C. (2020). Increased educational reach through a microlearning approach: Can higher participation translate to improved outcomes? Journal of European CME, 9(1), 1-5. https://doi.org/10.1080/21614083.2020.1834761
Bergum, J, L., Leming, T., Johannessen, B. H., & Solhaug, T. (2023). Competence in digital interaction and communication a study of first-year preservice teachers' competence in digital interaction and communication at the start of their teacher education. Teacher Educator, 58(3), 270–288. https://doi.org/10.1080/08878730.2022.2122095
Betlem, E., Clary, D., & Jones, M. (2019). Mentoring the mentor: Professional development through a school-university partnership. Asia-Pacific Journal of Teacher Education, 47(4), 327–346. https://doi.org/10.1080/1359866X.2018.1504280
Bistari, B. (2018). Konsep dan indikator pembelajaran efektif. Jurnal Kajian Pembelajaran dan Keilmuan. 1(2), 1-13. https://doi.org/10.26418/jurnalkpk.v1i2.25082
Cowan, K., & Kostyk, A. (2023). The influence of luxury brand personality on digital interaction evaluations: A focus on European and North American markets. International Marketing Review. 41(2), 386-410. https://doi.org/10.1108/IMR-02-2022-0044
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (pp. 1–296). SAGE Publications.
Dai, Z., Wang, M., Liu, S., & Tang, L. (2020). Design and the technology acceptance model analysis of instructional mapping. Computer Applications in Engineering Education, 28(4), 892–907. https://doi.org/10.1002/cae.22261
Davidson, S. M., Grunau, Z., Marcovitz, D., Gerdner, O. A., Stoklosa, J., & Vestal, H. S. (2019). Narrative podcasts as a teaching tool in psychiatry. Academic Psychiatry, 43(3), 275–279. https://doi.org/10.1007/s40596-019-01062-6
Dey, P., & Bandyopadhyay, S. (2019). Blended learning to improve quality of primary education among underprivileged school children in India. Education and Information Technologies, 24(3), 1995–2016. https://doi.org/10.1007/s10639-018-9832-1
Griffiths, M. A., Goodyear, V. A., & Armour, K. M. (2022). Massive open online courses (MOOCs) for professional development: Meeting the needs and expectations of physical education teachers and youth sport coaches. Physical Education and Sport Pedagogy, 27(3), 276–290. https://doi.org/10.1080/17408989.2021.1874901
Grigorescu, A., Pí®rciog, S., & Lincaru, C. (2020). Self-employment and unemployment relationship in Romania-insights by age, education and gender. Economic Research-Ekonomska Istrazivanja , 33(1), 2462–2487. https://doi.org/10.1080/1331677X.2019.1689837
Gulzar, M. A., Ahmad, M., Hassan, M., & Rasheed, M. I. (2021). How social media use is related to student engagement and creativity: investigating through the lens of intrinsic motivation. Behaviour and Information Technology, 41(11), 2283–2293. https://doi.org/10.1080/0144929X.2021.1917660
Huang, Q. (2022). Teachers' intention to use an electronic learning management system in the long term. Interactive Learning Environments, 31(10), 1–14. https://doi.org/10.1080/10494820.2022.2062607
Ibrahim, M., Harini, H., & Susilaningsih, S. (2019). The effect of teachers, work environment, and work satisfaction on the performance of IPS Teachers of the Demak Regency. International Journal of Multicultural and Multireligious Understanding, 6(2), 798-809. https://doi.org/10.18415/ijmmu.v6i2.785
Inkeeree, K. H., Mahmood, M. H. H., Haji-Mohd-Noor, S. S., Kasa, M. D., Yaakob, M. F. M., Omar-Fauzee, M. S., & Sofian, F. N. R. M. (2020). Increasing teachers' self-efficacy through regular teaching and learning supervision. Universal Journal of Educational Research, 8(7), 3002–3013. https://doi.org/10.13189/ujer.2020.080729
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
Kemdikbud. (2023). Rapor pendidikan Indonesia Tahun 2023. Merdeka Belajar, 2023. https://raporpendidikan.kemdikbud.go.id/login
Khachan, A. M., & í–zmen, A. (2019). IMSSAP: After-school interactive mobile learning student support application. Computer Applications in Engineering Education, 27(3), 543–552. https://doi.org/10.1002/cae.22096
Lee, J. C. K., Wan, Z. H., Hui, S. K. F., & Ko, P. Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning. Journal of Educational Research, 112(4), 463–472. https://doi.org/10.1080/00220671.2018.1553840
Lee, Y. J. (2023). Language learning affordances of Instagram and TikTok. Innovation in Language Learning and Teaching, 17(2), 408–423. https://doi.org/10.1080/17501229.2022.2051517
Liu, Y. H., & Yu, F. Y. (2019). Supporting active learning and formative evaluation via teaching-by-questioning in classrooms: Design, development, and preliminary evaluation of an online learning system. Interactive Learning Environments, 27(5–6), 841–855. https://doi.org/10.1080/10494820.2018.1489858
McNamara, S., Healy, S., & Haegele, J. (2021). Use of social media for professional development by physical educators who teach students with disabilities. International Journal of Disability, Development and Education, 68(5), 690–701. https://doi.org/10.1080/1034912X.2019.1699649
Meroño, L., Calderón, A., Arias-Estero, J. L., & Méndez-Giménez, A. (2018). Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias. Cultura y Educacion, 30(1), 1–37. https://doi.org/10.1080/11356405.2018.1436796
Pittman, M., & Haley, E. (2023). Cognitive load and social media advertising. Journal of Interactive Advertising, 23(1), 33–54. https://doi.org/10.1080/15252019.2022.2144780
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. Computers and Education 126, 23-36. https://doi.org/10.1016/j.compedu.2018.06.030
Prestridge, S., Tondeur, J., & Ottenbreit-Leftwich, A. T. (2019). Insights from ICT-expert teachers about the design of educational practice: The learning opportunities of social media. Technology, Pedagogy and Education, 28(2), 157–172. https://doi.org/10.1080/1475939X.2019.1578685
Pusey, M. (2018). The effect of puzzle video games on high school students' problem-solving skills and academic resilience. CHI PLAY 2018 - Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts, 63–69. https://doi.org/10.1145/3270316.3270597
Quadir, B., Yang, J. C., & Chen, N. S. (2022). The effects of interaction types on learning outcomes in a blog-based interactive learning environment. Interactive Learning Environments, 30(2), 293–306. https://doi.org/10.1080/10494820.2019.1652835
Raikes, A., Sayre, R., Davis, D., Anderson, K., Hyson, M., Seminario, E., & Burton, A. (2019). The measuring early learning quality & outcomes initiative: Purpose, process and results. Early Years, 39(4), 360–375. https://doi.org/10.1080/09575146.2019.1669142
Roohani, A., & Vincheh, H. M. (2023). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 36(3), 375–399. https://doi.org/10.1080/09588221.2021.1929325
Ruddy, C., & Ponte, F. (2019). Preparing students for university studies and beyond: A micro-credential trial that delivers academic integrity awareness. Journal of the Australian Library and Information Association, 68(1), 56–67. https://doi.org/10.1080/24750158.2018.1562520
Saluky, S., Riyanto, O. R., & Rahmah, S. (2022). Digital competence of post-pandemic teachers based on gender, work period, and certification factors. Eduma: Mathematics Education Learning and Teaching, 11(2), 166-179. https://doi.org/10.24235/eduma.v11i2.11751
Å erić, M. (2019). Have social media made their way in classrooms? a study at three European universities. Journal of International Communication, 25(2), 230–253. https://doi.org/10.1080/13216597.2019.1642932
Siebert, M. D. (2019). The silent classroom: The impact of smartphones and a social studies teacher's response. The Social Studies, 110(3), 122–130. https://doi.org/10.1080/00377996.2019.1580666
Sohoni, T. (2019). Harnessing the power of social media in the classroom: Challenging students to create content to share on social media sites to improve learning outcomes. Journal of Criminal Justice Education, 30(3), 389–406. https://doi.org/10.1080/10511253.2018.1538420
Sugiyono. (2019). Metode penelitian kuantitatif kualitatif dan R&D. Alfabeta.
Teixeira, S., & Hash, K. M. (2017). Teaching note tweeting macro practice: Social media in the social work classroom. Journal of Social Work Education, 53(4), 751–758. https://doi.org/10.1080/10437797.2017.1287025
Vogt, F., & Hollenstein, L. (2021). Exploring digital transformation through pretend play in kindergarten. British Journal of Educational Technology, 52(6), 2130–2144. https://doi.org/10.1111/bjet.13142
Wearesocial. (2024). Digital 2024: Indonesia explores the country's evolving digital and social landscape. We Are Social. https://wearesocial.com/id/blog/2024/01/digital-2024/
Xue, S., & Churchill, D. (2020). Teachers' private theories and their adoption of affordances of mobile social media: a qualitative multi-case study of teachers' integration of WeChat in higher education in China. Educational Media International, 57(3), 208–232. https://doi.org/10.1080/09523987.2020.1824421
Zarzycka, E., Krasodomska, J., Mazurczak-MÄ…ka, A., & Turek-Radwan, M. (2021). Distance learning during the COVID-19 pandemic: students' communication and collaboration and the role of social media. Cogent Arts and Humanities, 8(1), 1-20. https://doi.org/10.1080/23311983.2021.1953228
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2022). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811–1837. https://doi.org/10.1080/09588221.2020.1839502
Zucker, B. E., & Kontovounisios, C. (2018). It is time to improve the quality of medical information distributed to students across social media. Advances in Medical Education and Practice, 9, 203–205. https://doi.org/10.2147/AMEP.S155398
Downloads
Published
How to Cite
Issue
Section
License
The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions
 | Jurnal Inovasi Teknologi Pendidikan by http://journal.uny.ac.id/index.php/jitp is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. |
