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Designing a Digital Literacy Module for Future Elementary Teachers: A UTAUT-Based Needs Approach

Edukasi · Vol. 20 No. 1 (2026) · hlm. 11–24

DOI
10.15294/edukasi.v20i1.33242
ISSN
0852-0240
Terbit
2026-05-10
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to develop a digital literacy module for prospective elementary school teachers at STABN Sriwijaya, Indonesia, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research addresses the urgent need to improve digital literacy among Indonesian teachers, as national competency assessments reveal significant gaps in their ability to integrate technology into pedagogy. A mixed-methods approach was employed, combining surveys, focus group discussions, and expert validation to identify critical needs, including cybersecurity, digital ethics, interactive content creation, and AI-driven tools. The module was designed through iterative phases, emphasizing performance expectancy, effort expectancy, social influence, and facilitating conditions. Validation by multidisciplinary experts confirmed high content validity (CVR >0.75), particularly in alignment with UNESCO standards and practical applicability. Implementation trials with 45 prospective teachers demonstrated significant improvements in digital competency, with 93.3% of participants successfully designing technology-based teaching materials and 88.9% reporting increased confidence in digital tool usage. However, challenges such as limited internet access in rural areas (37% of participants) and gaps in integrating cutting-edge technologies (e.g., AI, VR/AR) were identified. The study concludes that a UTAUT-guided, participatory module design effectively enhances teachers’ readiness for digital education. Recommendations include periodic content updates, infrastructure strengthening, and gamification strategies to ensure sustainability. This research contributes a scalable model for teacher education institutions seeking to address 21st-century digital literacy demands while balancing pedagogical innovation and ethical considerations.

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  • State University of Jakarta
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Rekan penulisOrganisasiArtikel bersama
Karta SasmitaState University of Jakarta4
Puji HadiyantiAfiliasi tidak diketahui4
Setiawan WibowoAfiliasi tidak diketahui4
Muhammad Fadhlan AbdillahAfiliasi tidak diketahui2
Durotul YatimahState University of Jakarta1
R. SyahAfiliasi tidak diketahui1
Arif BudiwinartoAfiliasi tidak diketahui1
Gumpanat BariboonAfiliasi tidak diketahui1
Intan Purnama DewiAfiliasi tidak diketahui1
Muhammad Mawardi JafarAfiliasi tidak diketahui1
Henny Herawaty Br DalimuntheAfiliasi tidak diketahui1
Adi IrvansyahAfiliasi tidak diketahui1
Jaenal MutakimAfiliasi tidak diketahui1
Intan DewiAfiliasi tidak diketahui1
Bayu PradiktoAfiliasi tidak diketahui1
Lei WanpengAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/edukasi/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Designing a Digital Literacy Module for Future Elementary Teachers: A UTAUT-Based Needs Approach</dc:title>
	<dc:creator xml:lang="en">Syah, Rahmat</dc:creator>
	<dc:creator xml:lang="en">Darmawan, Daddy</dc:creator>
	<dc:subject xml:lang="en">digital literacy</dc:subject>
	<dc:subject xml:lang="en">utaut model</dc:subject>
	<dc:subject xml:lang="en">addie framework</dc:subject>
	<dc:subject xml:lang="en">teacher education</dc:subject>
	<dc:subject xml:lang="en">technology integration</dc:subject>
	<dc:description xml:lang="en">This study aims to develop a digital literacy module for prospective elementary school teachers at STABN Sriwijaya, Indonesia, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research addresses the urgent need to improve digital literacy among Indonesian teachers, as national competency assessments reveal significant gaps in their ability to integrate technology into pedagogy. A mixed-methods approach was employed, combining surveys, focus group discussions, and expert validation to identify critical needs, including cybersecurity, digital ethics, interactive content creation, and AI-driven tools. The module was designed through iterative phases, emphasizing performance expectancy, effort expectancy, social influence, and facilitating conditions. Validation by multidisciplinary experts confirmed high content validity (CVR &amp;gt;0.75), particularly in alignment with UNESCO standards and practical applicability. Implementation trials with 45 prospective teachers demonstrated significant improvements in digital competency, with 93.3% of participants successfully designing technology-based teaching materials and 88.9% reporting increased confidence in digital tool usage. However, challenges such as limited internet access in rural areas (37% of participants) and gaps in integrating cutting-edge technologies (e.g., AI, VR/AR) were identified. The study concludes that a UTAUT-guided, participatory module design effectively enhances teachers’ readiness for digital education. Recommendations include periodic content updates, infrastructure strengthening, and gamification strategies to ensure sustainability. This research contributes a scalable model for teacher education institutions seeking to address 21st-century digital literacy demands while balancing pedagogical innovation and ethical considerations.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-05-10</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/edukasi/article/view/33242</dc:identifier>
	<dc:identifier>10.15294/edukasi.v20i1.33242</dc:identifier>
	<dc:source xml:lang="en">Edukasi; Vol. 20 No. 1 (2026): Educational Technology &amp; Educational Psychology; 11-24</dc:source>
	<dc:source>0852-0240</dc:source>
	<dc:source>10.15294/edukasi.v20i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/edukasi/article/view/33242/10930</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Edukasi</dc:rights>
</oai_dc:dc>