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Teachers’ digital literacy overview in secondary school

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 1 (2024) · hlm. 597–606

DOI
10.11591/ijere.v13i1.25747
ISSN
2620-5440, 2252-8822
Terbit
2024-02-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.

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23 penulis · 70 tautan kepenulisan bersama · 42 lintas organisasi

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  • Indonesia University of Education
  • Universitas Nurtanio
  • Sebelas Maret University
  • Politeknik Enjinering Indorama
  • Universitas Islam Negeri Sultan Syarif Kasim Riau
  • Politeknik Manufaktur Bandung
  • State University of Jakarta
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Aditya Ramadhan IslamiIndonesia University of Education3
Cica YuliaIndonesia University of Education3
Dadang Lukman HakimIndonesia University of Education3
Erfan HandokoState University of Jakarta3
Eri SubektiUniversitas Langlangbuana3
Johanes Adi PrihantonoUniversitas Nurtanio2
Ike Yuni WulandariIndonesia University of Education2
Agus SetiawanIndonesia University of Education2
Heni PuspitaIndonesia University of Education2
Erlian SupriyantoUniversitas Nurtanio2
Muhammad Nur HudhaSebelas Maret University1
Anna PermanasariIndonesia University of Education1
Ida HamidahIndonesia University of Education1
Hasbullah HasbullahUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Mindit EriyadiPoliteknik Enjinering Indorama1
Sandy Bhawana MuliaPoliteknik Manufaktur Bandung1
Supriyanto SupriyantoState University of Semarang1
Sulaeman Deni RamdaniSultan Ageng Tirtayasa University1
Quienera JoshuaUniversiti Malaysia Sarawak1
Emmanuel Obobi TettehfioHo Technical University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Teachers’ digital literacy overview in secondary school</dc:title>
	<dc:creator>Rahmawati, Sherly</dc:creator>
	<dc:creator>Abdullah, Ade Gafar</dc:creator>
	<dc:creator>Widiaty, Isma</dc:creator>
	<dc:subject xml:lang="en-US">Digital literacy; Learning; Secondary school; Systematic review; Teachers</dc:subject>
	<dc:description xml:lang="en-US">This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25747</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i1.25747</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 1: February 2024; 597-606</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25747/13801</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>