Melola Discovery

← Melola Discovery

Journal

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

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

DOI
10.15294/edukasi.v20i1.33242
ISSN
0852-0240
Published
2026-05-10
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

18 authors · 50 co-authorship links

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

  • State University of Jakarta
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Karta SasmitaState University of Jakarta4
Puji HadiyantiAffiliation unknown4
Setiawan WibowoAffiliation unknown4
Muhammad Fadhlan AbdillahAffiliation unknown2
Durotul YatimahState University of Jakarta1
R. SyahAffiliation unknown1
Arif BudiwinartoAffiliation unknown1
Gumpanat BariboonAffiliation unknown1
Intan Purnama DewiAffiliation unknown1
Muhammad Mawardi JafarAffiliation unknown1
Henny Herawaty Br DalimuntheAffiliation unknown1
Adi IrvansyahAffiliation unknown1
Jaenal MutakimAffiliation unknown1
Intan DewiAffiliation unknown1
Bayu PradiktoAffiliation unknown1
Lei WanpengAffiliation unknown1

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/edukasi/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<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>