Analysis of Teachers' Digital Competencies on the Quality of Learning in Elementary Schools in Jaken Sub-district, Pati Regency

Anis  Dwiati; Sri  Utaminingsih; Ahmad Abdul  Chamid

doi:10.53797/icccmjssh.v5i2.4.2026

Authors

Anis Dwiati Muria Kudus University, Kudus Regency, Jawa Tengah 59327, INDONESIA
Sri Utaminingsih Muria Kudus University Kudus Regency, Jawa Tengah 59327, INDONESIA
Ahmad Abdul Chamid Muria Kudus University Kudus Regency, Jawa Tengah 59327, INDONESIA

DOI:

https://doi.org/10.53797/icccmjssh.v5i2.4.2026

Keywords:

Teacher digital competence, information and communication technology, digital literacy, digital pedagogical skills, learning quality

Abstract

This study aims to analyze the influence of understanding ICT policies in education, digital literacy, and digital pedagogical skills on the quality of learning in elementary schools in Jaken sub-district, Pati district. The research approach used was quantitative with survey method, involving 148 teachers selected through purposive sampling technique. Data collection was conducted using a closed questionnaire with a five-level Likert scale, which was then analyzed using Structural Equation Modeling (SEM) with AMOS 24 software. The results showed that understanding ICT policy has a significant influence on learning quality with a CR value of 2.211 > 1.967 and P 0.027 < 0.05, although smaller than the other two variables. Digital literacy has a stronger influence with a CR value of 6.913 > 1.967 and P 0.001 < 0.05, indicating that teachers' mastery of digital literacy can improve learning effectiveness. Meanwhile, digital pedagogical skills have the most dominant influence on learning quality with a CR value of 6.844 > 1.967 and P 0.001 < 0.05. These results confirm that improving teachers' digital competencies, especially in digital literacy and technology-based pedagogical skills, is crucial in creating more interactive and innovative learning. Therefore, this study recommends increasing digital training for teachers, providing adequate technology facilities, and strengthening education policies that support digital transformation in learning.

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