Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia

Abstract

Changes in the flow of globalization are influenced by the presence of the Industrial Revolution 4.0, including the role of digital technology (DT) in the education sector, namely cyber technology-based learning. The main challenge for vocational teachers is the mastery of skills in learning using DT. The acceptance of DT is categorized into five clusters, namely awareness, literacy, capability, creativity, and criticism adapted from Pavlova's. The study was conducted to measure the level of ability of productive class vocational teachers. The study approach used quantitative with descriptive statistical analysis. A total of 50 productive classroom teachers in Yogyakarta were involved in filling out a questionnaire that had been tested and validated by content, experts, and calculation of product-moment correlation. The results of the study show ( 1) technological awareness 83.08%; (2) technological literacy 66.32%; (3) technological capability of 39.28%; (4) technological creativity of 21.92%; and (5) technological criticism at 20.84%. The use of DT is clearly in the low category and shows the capacity of vocational teachers needs to be improved. Training programs, self-development, and motivation are important factors in improving digital technology skills.

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

“…It was found that the level of maturity of teachers in vocational education was low. This is supported by previous research which revealed that the maturity level of digital technology for vocational education teachers in Indonesia is in a low category, both at the levels of awareness, literacy, capability, creativity, and critical of digital technology (Mutohhari et al, 2021). Problems that occur in teachers and students in mastering digital technology competencies must be addressed immediately.…”

“…Furthermore, without sufficient capability in mastering digital technology, one's creativity in using the technology will be lacking (Sprenger & Schwaninger, 2021). Likewise, the latter emphasizes that to achieve a critical level in using technology, creativity is needed in using digital technology (Mulyanto et al, 2020;Mutohhari et al, 2021;Yazar Soyadı, 2015).…”

“…However, the maturity of digital technology in supporting the achievement of industry 4.0 competencies has received less serious attention from vocational education (Ronzhina, Kondyurina, Voronina, Igishev, & Loginova, 2021;Zhao, Llorente, & Gómez, 2021). Facts in previous research reveal that teachers still have a low level of maturity in mastering digital technology (Mutohhari, Sofyan, & Nurtanto, 2021;Zimmer, McTigue, & Matsuda, 2021). Moreover, currently, teachers are required to use technology in the era of online learning (Amiti, 2020;Cloonan et al, 2020;Garad, Al-Ansi, & Qamari, 2021;Silalahi, 2020).…”

The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning

“…The complexity of vocational learning requires teachers who have a high acceptance of these two competencies in managing to learn, both theory and practice (Mutohhari et al, 2021). Various education and training to support the pedagogical competence of vocational teachers continue to be carried out (Kurniasari et al, 2019;Podrugina et al, 2019).…”

Use of -Based Interactive Learning Media Visuals in Science Learning

“…Interactive role in learning enhanced by current technological developments in education (Tuma, Malgor, & Nassar 2021;Ran and Jinglu 2020). Education in the era of the industrial revolution 4.0 with technological sophistication that develops is can change various sectors, especially in the teaching and learning process of teachers and students which in supporting the success of the learning process students are required to master various subject matter delivered by the teacher, but the success of the material is marked by the ability to teachers in managing and developing creative and innovative learning media to give birth to a quality generation and able to compete globally (Mutohhari et al, 2021;Rusli et al, 2020;Sriyanti et al, 2021). Learning design is sought so that students can carry out learning activities by utilizing currently developing technology (Buchori et al, 2017;Nonthamand, 2020).…”