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Structural Model of Digital Transformation Readiness of Indonesian Rural and Urban Science Teachers

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 2 (2024)

DOI
10.15294/0qzkre08
ISSN
2089-4392, 2339-1286
Published
2024-08-06
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Technological and digital developments have implications for integrating technology into educational practice. As a result, teachers have to deal with digital transformation. This research aims to compare the digital transformation readiness of science teachers in urban and rural areas. This research compares to the previously determined structural model of digital transformation readiness. This research used a survey method to test several research hypotheses. The respondents of this research were 206 science teachers in Indonesia, selected using stratified random sampling to ensure a balanced representation of various sub-groups such as gender, geographic location, island, age, type and status of institution, and teaching experience. This research data was analyzed using AMOS 26 to analyze CBSEM. The research results show three main points in digital transformation: the self-efficacy of rural teachers is affected by digital literacy, the information empowerment of rural teachers is affected by information literacy and digital literacy, and the information use of rural teachers is affected by information culture. Urban teachers at these three points are more dependent and require recommendations for development and optimization. The conclusion of this research leads to a recommendation that, in general, teachers in rural areas still need improvements, while teachers in urban areas are already moving towards developing and sustaining their skills.

Keywords

Collaboration network of the authors

9 authors · 20 co-authorship links · 14 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • UIN Sunan Ampel Surabaya
  • Universitas Islam Al Azhar Gresik
  • Kumamoto University
  • Universitas Islam Negeri Sultan Syarif Kasim Riau
  • Institut Agama Islam Negeri Parepare
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
S. SusilawatiUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Desy IndarwatiUIN Sunan Ampel Surabaya1
Syaiful JazilUIN Sunan Ampel Surabaya1
G. GusniwatiInstitut Agama Islam Negeri Parepare1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Structural Model of Digital Transformation Readiness of Indonesian Rural and Urban Science Teachers</dc:title>
	<dc:creator xml:lang="en">Rusydiyah, Evi Fatimatur</dc:creator>
	<dc:creator xml:lang="en">Asrohah, Hanun</dc:creator>
	<dc:creator xml:lang="en">Basyir, Kunawi</dc:creator>
	<dc:creator xml:lang="en">Rahman, Moh. Rifqi </dc:creator>
	<dc:creator xml:lang="en">Usagawa, Tsuyoshi</dc:creator>
	<dc:subject xml:lang="en">digital transformation; rural; science teacher; structural model; urban</dc:subject>
	<dc:description xml:lang="en">Technological and digital developments have implications for integrating technology into educational practice. As a result, teachers have to deal with digital transformation. This research aims to compare the digital transformation readiness of science teachers in urban and rural areas. This research compares to the previously determined structural model of digital transformation readiness. This research used a survey method to test several research hypotheses. The respondents of this research were 206 science teachers in Indonesia, selected using stratified random sampling to ensure a balanced representation of various sub-groups such as gender, geographic location, island, age, type and status of institution, and teaching experience. This research data was analyzed using AMOS 26 to analyze CBSEM. The research results show three main points in digital transformation: the self-efficacy of rural teachers is affected by digital literacy, the information empowerment of rural teachers is affected by information literacy and digital literacy, and the information use of rural teachers is affected by information culture. Urban teachers at these three points are more dependent and require recommendations for development and optimization. The conclusion of this research leads to a recommendation that, in general, teachers in rural areas still need improvements, while teachers in urban areas are already moving towards developing and sustaining their skills. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-06</dc:date>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/2612</dc:identifier>
	<dc:identifier>10.15294/0qzkre08</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 2 (2024): June 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/2612/1443</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
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