Mengajar seni di era digital: Pemetaan kompetensi pedagogi digital guru Seni Budaya smp di Kabupaten Sleman
DOI:
https://doi.org/10.21831/imaji.v24i1.95261Keywords:
Kompetensi pedagogik digital, pendidikan musik, guru Seni Budaya, teknologi pembelajaran, SMPAbstract
Digitalisasi semakin menjadi komponen penting dalam meningkatkan kompetensi pedagogis guru musik dalam sistem pendidikan saat ini. Penelitian ini bertujuan untuk memetakan tingkat kompetensi pedagogi digital guru Seni Budaya jenjang SMP di Kabupaten Sleman, serta mengidentifikasi pola integrasi teknologi digital dalam praktik pembelajarannya. Penelitian ini menggunakan pendekatan survei deskriptif dengan melibatkan 45 guru Seni Budaya, khususnya bidang musik, yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan kuesioner berskala Likert berbasis formulir daring yang mencakup empat aspek, yaitu latar belakang responden, kompetensi pedagogi, kompetensi digital, dan kompetensi etik dalam pemanfaatan teknologi. Instrumen divalidasi baik isi dan konstruknya oleh pakar pembelajaran musik berbasis digital. Selanjutnya, data dianalisis menggunakan statistik deskriptif berupa persentase. Hasil penelitian menunjukkan bahwa 82,2% guru berada pada kategori sangat baik, 10,8% berada pada kategori sedang, dan 7% berada pada kategori rendah dalam mengintegrasikan perangkat digital ke dalam pembelajaran Seni Budaya. Guru dengan kompetensi tinggi cenderung memanfaatkan platform pembelajaran daring, aplikasi kreasi konten, dan sumber daya multimedia secara adaptif, sedangkan guru dengan kompetensi rendah masih terkendala akses teknologi dan minimnya pelatihan berkelanjutan. Temuan ini menegaskan perlunya program penguatan kapasitas digital yang berkesinambungan bagi guru seni pada jenjang sekolah menengah.
Teaching art in the digital era: Mapping the digital pedagogical competence of junior high school Arts and Culture teachers in Sleman Regency
Abstract
Digitalization is increasingly becoming an important component in enhancing the pedagogical competence of music teachers in the current education system. This study aims to map the level of digital pedagogical competence among junior high school Arts and Culture teachers in Sleman Regency and to identify patterns of digital technology integration in their teaching practices. This study employed a descriptive survey approach involving 45 Arts and Culture teachers, particularly those teaching music, who were selected through purposive sampling. Data were collected using an online Likert-scale questionnaire covering four aspects: respondents’ backgrounds, pedagogical competence, digital competence, and ethical competence in the use of technology. The instrument was validated in terms of content and construct by experts in digital-based music learning. The data were then analyzed using descriptive statistics in the form of percentages. The results showed that 82.2% of the teachers were categorized as having very good competence, 10.8% as having moderate competence, and 7% as having low competence in integrating digital devices into Arts and Culture learning. Teachers with high competence tended to use online learning platforms, content creation applications, and multimedia resources adaptively, whereas teachers with low competence were still constrained by limited access to technology and a lack of continuous training. These findings highlight the need for sustainable digital capacity-building programs for art teachers at the secondary school level.
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