The Influence Of Teachers' Digital Literacy And Learning Communities On The Professional Competency Of Public Primary School Teachers In Sematang Borang District

Rera Oktariya. S; Edi Harapan; Dessy Wardiah

doi:10.63922/ijevss.v5i03.4798

Rera Oktariya. S PGRI University, Palembang, Indonesia
Edi Harapan PGRI University, Palembang, Indonesia
Dessy Wardiah PGRI University, Palembang, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4798

Keywords: Keywords: digital literacy, learning community, professional competence.

Abstract

The challenges of digitalization require teachers to master digital literacy and actively participate in learning communities to enhance their professional competence. This correlational quantitative research aims to analyze the impact of both factors on the professional competence of public elementary school teachers in Sematang Borang District. Data collection utilized questionnaires, while the analysis employed regression analysis along with t-tests and F-tests. The research findings demonstrate that digital literacy partially has a significant effect on professional competence, with an observed t-value of 14.522, which is greater than the critical t-table value of 1.9858 (sig. 0.000). Similarly, learning communities also exert a statistically significant positive influence, indicated by an observed t-value of 16.092, exceeding the critical t-table value of 3.90 (sig. 0.000). Simultaneously, the integration of digital literacy and the role of learning communities contributes significantly to the enhancement of educators' professional competence, as confirmed by an observed F-value of 144.609, which surpasses the critical F-table value of 3.0954 with a significance level of 0.000.

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