Pub Date : 2024-02-10DOI: 10.9734/ajess/2024/v50i31286
Rugene D. Ibarra, Eugenio S. Guhao, JR
This study aimed to determine the best-fit model for effective performance management and development in public schools. Using descriptive-correlational and Structural Equation Modeling, the writer selected 400 Secondary Teacher I to Teacher III respondents from the eleven divisions of Davao Region, Philippines, through stratified sampling. This study adapted four downloaded questionnaires from internet sources. The questionnaires were modified and included only the items relevant to the study. The draft was submitted to the writer's adviser for comments and suggestions. Results revealed very high levels of school-based management, and school structure, while pay-for-performance showed high results. On the other hand, the endogenous performance management and development of teachers obtained a very high level of descriptive equivalent. Significant correlations existed between the three exogenous variables: school-based management, school structure, and pay-for-performance, and the endogenous variable, effective performance management and development. Findings also revealed that Model 3 portrayed the best-fit model exhibiting direct causal relationships of school-based management, school structure, and pay-for-performance on performance management and development. Further structure modifications showed that Performance Management and Development were defined by its retained indicators: Performance Review Meeting, Motivation, and Career Development. Moreover, School-based Management was described by its domains: Leadership and Governance, Curriculum and Instruction, and Resources Management. Also, School Structure was ascertained by its retained indicators: Physical Structure of the Building, and Organizational Structure of the Building. Finally, Pay-for-Performance was determined by its domains: Performance Pay, and Development and Evaluation. The findings of this study may shed light and ameliorate cognizance concerning how institutions may boost organizational efficiency.
{"title":"School-Based Management, School Structure, Pay–Pay-for-Performance: A Causal Model on Effective Development in Public Schools in Region XI","authors":"Rugene D. Ibarra, Eugenio S. Guhao, JR","doi":"10.9734/ajess/2024/v50i31286","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31286","url":null,"abstract":"This study aimed to determine the best-fit model for effective performance management and development in public schools. Using descriptive-correlational and Structural Equation Modeling, the writer selected 400 Secondary Teacher I to Teacher III respondents from the eleven divisions of Davao Region, Philippines, through stratified sampling. This study adapted four downloaded questionnaires from internet sources. The questionnaires were modified and included only the items relevant to the study. The draft was submitted to the writer's adviser for comments and suggestions. Results revealed very high levels of school-based management, and school structure, while pay-for-performance showed high results. On the other hand, the endogenous performance management and development of teachers obtained a very high level of descriptive equivalent. Significant correlations existed between the three exogenous variables: school-based management, school structure, and pay-for-performance, and the endogenous variable, effective performance management and development. Findings also revealed that Model 3 portrayed the best-fit model exhibiting direct causal relationships of school-based management, school structure, and pay-for-performance on performance management and development. Further structure modifications showed that Performance Management and Development were defined by its retained indicators: Performance Review Meeting, Motivation, and Career Development. Moreover, School-based Management was described by its domains: Leadership and Governance, Curriculum and Instruction, and Resources Management. Also, School Structure was ascertained by its retained indicators: Physical Structure of the Building, and Organizational Structure of the Building. Finally, Pay-for-Performance was determined by its domains: Performance Pay, and Development and Evaluation. The findings of this study may shed light and ameliorate cognizance concerning how institutions may boost organizational efficiency.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"116 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.9734/ajess/2024/v50i31284
Jan Vrba
The role of human resource management (HRM) in forming the educational environment and ensuring excellence at higher education institutions is great. In German universities and organizations, HRM practices are adopted to measure performance of teaching with respect to student outcomes. The research questions impact of HRM on quality education and roadblocks found while implementing for improvements. HRM’s pivotal role in raising the standards of education and its singularity as people-centeredness aspects in educational institutions when presented by a literature review. The methodology used is a descriptive qualitative study which describes the understanding by College administrators in regard to Human Resource Management and related programs. The study includes a literature review of HRM practices in higher institutions. The findings uncover difficulties in teacher recruitment and retention but highlight the role of HRM practices, including faculty development programs, mentorship initiatives, or thorough support to academic staff members when it comes to ensuring education quality. The limitations are the poor teacher training and motivations of teachers to deliver good quality education, as well as poverty statements or socioeconomic statuses on which students come from. Among the suggestions, there are filling talent gaps, increasing work process effectiveness and its smoother continuity on a long-term basis by enhancing efficiency in staff knowledge issues as well as closer cooperation between faculties and HR departments. With all this information, it is possible to conclude that HR planning for analyzing tasks, costs and workforce requirements are necessary in promoting the functions of educational institutions towards achieving academic goals.
{"title":"Human Resources Management Impact on College Education Quality","authors":"Jan Vrba","doi":"10.9734/ajess/2024/v50i31284","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31284","url":null,"abstract":"The role of human resource management (HRM) in forming the educational environment and ensuring excellence at higher education institutions is great. In German universities and organizations, HRM practices are adopted to measure performance of teaching with respect to student outcomes. The research questions impact of HRM on quality education and roadblocks found while implementing for improvements. HRM’s pivotal role in raising the standards of education and its singularity as people-centeredness aspects in educational institutions when presented by a literature review. The methodology used is a descriptive qualitative study which describes the understanding by College administrators in regard to Human Resource Management and related programs. The study includes a literature review of HRM practices in higher institutions. The findings uncover difficulties in teacher recruitment and retention but highlight the role of HRM practices, including faculty development programs, mentorship initiatives, or thorough support to academic staff members when it comes to ensuring education quality. The limitations are the poor teacher training and motivations of teachers to deliver good quality education, as well as poverty statements or socioeconomic statuses on which students come from. Among the suggestions, there are filling talent gaps, increasing work process effectiveness and its smoother continuity on a long-term basis by enhancing efficiency in staff knowledge issues as well as closer cooperation between faculties and HR departments. With all this information, it is possible to conclude that HR planning for analyzing tasks, costs and workforce requirements are necessary in promoting the functions of educational institutions towards achieving academic goals.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.9734/ajess/2024/v50i31286
Rugene D. Ibarra, Eugenio S. Guhao, JR
This study aimed to determine the best-fit model for effective performance management and development in public schools. Using descriptive-correlational and Structural Equation Modeling, the writer selected 400 Secondary Teacher I to Teacher III respondents from the eleven divisions of Davao Region, Philippines, through stratified sampling. This study adapted four downloaded questionnaires from internet sources. The questionnaires were modified and included only the items relevant to the study. The draft was submitted to the writer's adviser for comments and suggestions. Results revealed very high levels of school-based management, and school structure, while pay-for-performance showed high results. On the other hand, the endogenous performance management and development of teachers obtained a very high level of descriptive equivalent. Significant correlations existed between the three exogenous variables: school-based management, school structure, and pay-for-performance, and the endogenous variable, effective performance management and development. Findings also revealed that Model 3 portrayed the best-fit model exhibiting direct causal relationships of school-based management, school structure, and pay-for-performance on performance management and development. Further structure modifications showed that Performance Management and Development were defined by its retained indicators: Performance Review Meeting, Motivation, and Career Development. Moreover, School-based Management was described by its domains: Leadership and Governance, Curriculum and Instruction, and Resources Management. Also, School Structure was ascertained by its retained indicators: Physical Structure of the Building, and Organizational Structure of the Building. Finally, Pay-for-Performance was determined by its domains: Performance Pay, and Development and Evaluation. The findings of this study may shed light and ameliorate cognizance concerning how institutions may boost organizational efficiency.
{"title":"School-Based Management, School Structure, Pay–Pay-for-Performance: A Causal Model on Effective Development in Public Schools in Region XI","authors":"Rugene D. Ibarra, Eugenio S. Guhao, JR","doi":"10.9734/ajess/2024/v50i31286","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31286","url":null,"abstract":"This study aimed to determine the best-fit model for effective performance management and development in public schools. Using descriptive-correlational and Structural Equation Modeling, the writer selected 400 Secondary Teacher I to Teacher III respondents from the eleven divisions of Davao Region, Philippines, through stratified sampling. This study adapted four downloaded questionnaires from internet sources. The questionnaires were modified and included only the items relevant to the study. The draft was submitted to the writer's adviser for comments and suggestions. Results revealed very high levels of school-based management, and school structure, while pay-for-performance showed high results. On the other hand, the endogenous performance management and development of teachers obtained a very high level of descriptive equivalent. Significant correlations existed between the three exogenous variables: school-based management, school structure, and pay-for-performance, and the endogenous variable, effective performance management and development. Findings also revealed that Model 3 portrayed the best-fit model exhibiting direct causal relationships of school-based management, school structure, and pay-for-performance on performance management and development. Further structure modifications showed that Performance Management and Development were defined by its retained indicators: Performance Review Meeting, Motivation, and Career Development. Moreover, School-based Management was described by its domains: Leadership and Governance, Curriculum and Instruction, and Resources Management. Also, School Structure was ascertained by its retained indicators: Physical Structure of the Building, and Organizational Structure of the Building. Finally, Pay-for-Performance was determined by its domains: Performance Pay, and Development and Evaluation. The findings of this study may shed light and ameliorate cognizance concerning how institutions may boost organizational efficiency.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"17 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.9734/ajess/2024/v50i31284
Jan Vrba
The role of human resource management (HRM) in forming the educational environment and ensuring excellence at higher education institutions is great. In German universities and organizations, HRM practices are adopted to measure performance of teaching with respect to student outcomes. The research questions impact of HRM on quality education and roadblocks found while implementing for improvements. HRM’s pivotal role in raising the standards of education and its singularity as people-centeredness aspects in educational institutions when presented by a literature review. The methodology used is a descriptive qualitative study which describes the understanding by College administrators in regard to Human Resource Management and related programs. The study includes a literature review of HRM practices in higher institutions. The findings uncover difficulties in teacher recruitment and retention but highlight the role of HRM practices, including faculty development programs, mentorship initiatives, or thorough support to academic staff members when it comes to ensuring education quality. The limitations are the poor teacher training and motivations of teachers to deliver good quality education, as well as poverty statements or socioeconomic statuses on which students come from. Among the suggestions, there are filling talent gaps, increasing work process effectiveness and its smoother continuity on a long-term basis by enhancing efficiency in staff knowledge issues as well as closer cooperation between faculties and HR departments. With all this information, it is possible to conclude that HR planning for analyzing tasks, costs and workforce requirements are necessary in promoting the functions of educational institutions towards achieving academic goals.
{"title":"Human Resources Management Impact on College Education Quality","authors":"Jan Vrba","doi":"10.9734/ajess/2024/v50i31284","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31284","url":null,"abstract":"The role of human resource management (HRM) in forming the educational environment and ensuring excellence at higher education institutions is great. In German universities and organizations, HRM practices are adopted to measure performance of teaching with respect to student outcomes. The research questions impact of HRM on quality education and roadblocks found while implementing for improvements. HRM’s pivotal role in raising the standards of education and its singularity as people-centeredness aspects in educational institutions when presented by a literature review. The methodology used is a descriptive qualitative study which describes the understanding by College administrators in regard to Human Resource Management and related programs. The study includes a literature review of HRM practices in higher institutions. The findings uncover difficulties in teacher recruitment and retention but highlight the role of HRM practices, including faculty development programs, mentorship initiatives, or thorough support to academic staff members when it comes to ensuring education quality. The limitations are the poor teacher training and motivations of teachers to deliver good quality education, as well as poverty statements or socioeconomic statuses on which students come from. Among the suggestions, there are filling talent gaps, increasing work process effectiveness and its smoother continuity on a long-term basis by enhancing efficiency in staff knowledge issues as well as closer cooperation between faculties and HR departments. With all this information, it is possible to conclude that HR planning for analyzing tasks, costs and workforce requirements are necessary in promoting the functions of educational institutions towards achieving academic goals.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.9734/ajess/2024/v50i31283
K. Balasubramanian, Manda Naveen
This study deals with the ICT competency of B.Ed Trainee Teachers. The major objective of the study is to find out the significant difference if any in the ICT competency with respect to the background variables. The sample consists of 500 B.Ed Trainee Teachers from the colleges of education of Khammam District. Tool for ICT competency was developed and validated by the investigator. The statistical techniques used were mean, standard deviation, t-test and ANOVA. The findings of the study revealed that male teachers are better than female teachers in their ICT competency. Significant difference was found in the ICT competency of B.Ed Trainee Teachers with respect to gender and marital status. Male teachers are better than female teachers in their ICT competency.
{"title":"Gender Disparities in ICT Competency among B.ED Trainee Teachers: A Case Study of Khammam District, India","authors":"K. Balasubramanian, Manda Naveen","doi":"10.9734/ajess/2024/v50i31283","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31283","url":null,"abstract":"This study deals with the ICT competency of B.Ed Trainee Teachers. The major objective of the study is to find out the significant difference if any in the ICT competency with respect to the background variables. The sample consists of 500 B.Ed Trainee Teachers from the colleges of education of Khammam District. Tool for ICT competency was developed and validated by the investigator. The statistical techniques used were mean, standard deviation, t-test and ANOVA. The findings of the study revealed that male teachers are better than female teachers in their ICT competency. Significant difference was found in the ICT competency of B.Ed Trainee Teachers with respect to gender and marital status. Male teachers are better than female teachers in their ICT competency.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"39 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.9734/ajess/2024/v50i31283
K. Balasubramanian, Manda Naveen
This study deals with the ICT competency of B.Ed Trainee Teachers. The major objective of the study is to find out the significant difference if any in the ICT competency with respect to the background variables. The sample consists of 500 B.Ed Trainee Teachers from the colleges of education of Khammam District. Tool for ICT competency was developed and validated by the investigator. The statistical techniques used were mean, standard deviation, t-test and ANOVA. The findings of the study revealed that male teachers are better than female teachers in their ICT competency. Significant difference was found in the ICT competency of B.Ed Trainee Teachers with respect to gender and marital status. Male teachers are better than female teachers in their ICT competency.
{"title":"Gender Disparities in ICT Competency among B.ED Trainee Teachers: A Case Study of Khammam District, India","authors":"K. Balasubramanian, Manda Naveen","doi":"10.9734/ajess/2024/v50i31283","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31283","url":null,"abstract":"This study deals with the ICT competency of B.Ed Trainee Teachers. The major objective of the study is to find out the significant difference if any in the ICT competency with respect to the background variables. The sample consists of 500 B.Ed Trainee Teachers from the colleges of education of Khammam District. Tool for ICT competency was developed and validated by the investigator. The statistical techniques used were mean, standard deviation, t-test and ANOVA. The findings of the study revealed that male teachers are better than female teachers in their ICT competency. Significant difference was found in the ICT competency of B.Ed Trainee Teachers with respect to gender and marital status. Male teachers are better than female teachers in their ICT competency.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"83 s367","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.9734/ajess/2024/v50i31281
S. Singerin
The introduction underscores the pivotal role of teachers in the Indonesian education system and acknowledges the challenges in achieving high-quality education. This study aims to assess the impact of the Learning Leadership Competency Model, Management Leadership, and Principal Decision-Making Ability on Pedagogical Competency and Teacher Performance, drawing insights from established leadership models and management functions to define the essential competencies for effective teaching. Employing a quantitative approach, the research utilizes Structural Equation Modeling (SEM) on a sample population for hypothesis testing. The section outlines the validity and reliability tests, including the R-Square test to gauge variable influence. Results emphasize the reliability of instruments and provide R-Square values for teacher performance and pedagogical competency. The study's population focuses on the impact of management leadership and principal decision-making ability on pedagogical competency and teacher performance, with a sample size of 100. Hypothesis testing indicates significant positive effects of management leadership, learning leadership competency, and pedagogical competency on teacher performance. The conclusion asserts that while decision-making ability doesn't directly impact teacher performance, it significantly influences pedagogical competency. Both management leadership and learning leadership competency exhibit positive effects on teacher performance and pedagogical competency. Notably, pedagogical competency emerges as a key factor influencing teacher performance.
导言强调了教师在印尼教育系统中的关键作用，并承认在实现优质教育方面存在挑战。本研究旨在评估 "学习领导能力模型"、"管理领导能力 "和 "校长决策能力 "对教学能力和教师绩效的影响，从已有的领导模型和管理职能中汲取灵感，定义有效教学的基本能力。本研究采用定量方法，利用结构方程模型（SEM）对样本人群进行假设检验。本节概述了有效性和可靠性测试，包括衡量变量影响的 R 平方测试。研究结果强调了工具的可靠性，并提供了教师绩效和教学能力的 R 平方值。研究对象侧重于管理领导力和校长决策能力对教学能力和教师绩效的影响，样本量为 100 个。假设检验表明，管理领导力、学习领导能力和教学能力对教师绩效有明显的积极影响。结论认为，虽然决策能力并不直接影响教师的绩效，但它对教学能力有重大影响。管理领导能力和学习领导能力对教师绩效和教学能力都有积极影响。值得注意的是，教学能力是影响教师绩效的关键因素。
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Pub Date : 2024-02-07DOI: 10.9734/ajess/2024/v50i31281
S. Singerin
The introduction underscores the pivotal role of teachers in the Indonesian education system and acknowledges the challenges in achieving high-quality education. This study aims to assess the impact of the Learning Leadership Competency Model, Management Leadership, and Principal Decision-Making Ability on Pedagogical Competency and Teacher Performance, drawing insights from established leadership models and management functions to define the essential competencies for effective teaching. Employing a quantitative approach, the research utilizes Structural Equation Modeling (SEM) on a sample population for hypothesis testing. The section outlines the validity and reliability tests, including the R-Square test to gauge variable influence. Results emphasize the reliability of instruments and provide R-Square values for teacher performance and pedagogical competency. The study's population focuses on the impact of management leadership and principal decision-making ability on pedagogical competency and teacher performance, with a sample size of 100. Hypothesis testing indicates significant positive effects of management leadership, learning leadership competency, and pedagogical competency on teacher performance. The conclusion asserts that while decision-making ability doesn't directly impact teacher performance, it significantly influences pedagogical competency. Both management leadership and learning leadership competency exhibit positive effects on teacher performance and pedagogical competency. Notably, pedagogical competency emerges as a key factor influencing teacher performance.
导言强调了教师在印尼教育系统中的关键作用，并承认在实现优质教育方面存在挑战。本研究旨在评估 "学习领导能力模型"、"管理领导能力 "和 "校长决策能力 "对教学能力和教师绩效的影响，从已有的领导模型和管理职能中汲取灵感，定义有效教学的基本能力。本研究采用定量方法，利用结构方程模型（SEM）对样本人群进行假设检验。本节概述了有效性和可靠性测试，包括衡量变量影响的 R 平方测试。研究结果强调了工具的可靠性，并提供了教师绩效和教学能力的 R 平方值。研究对象侧重于管理领导力和校长决策能力对教学能力和教师绩效的影响，样本量为 100 个。假设检验表明，管理领导力、学习领导能力和教学能力对教师绩效有明显的积极影响。结论认为，虽然决策能力并不直接影响教师的绩效，但它对教学能力有重大影响。管理领导能力和学习领导能力对教师绩效和教学能力都有积极影响。值得注意的是，教学能力是影响教师绩效的关键因素。
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Pub Date : 2024-02-07DOI: 10.9734/ajess/2024/v50i31282
Firman, Muhammad Yahya, A. Idkhan
Digital literacy is one of the indicators of the progress of a nation or country in the era of revolution 5.0, this is made by the Indonesian government as a framework called "digital capability" in this case the Ministry of Communication and Information Technology since 2017 with various programmes targeting four pillars or main competencies, namely: Digital Skill, Digital Culture, Digital Ethics, and Digital Safety, but Indonesia's digital literacy percentage in 2023 is still low with a score of 62%, the lowest in ASEAN countries. This is caused by various factors, one of which is the uneven development of internet access devices, especially eastern Indonesia which is an area without internet access or called the 3T area (disadvantaged, frontier and outermost). The type of research used is a combination of Borg & Gall's Research and Development (R&D) and Multimedia Development Life Cycle (MDLC). This is the purpose of the research to improve digital literacy (digital skills) through the development of the RUBEDA 3T multimedia application which can be accessed using an intranet network (without the internet) which is effective to use. The type of research used is a combination adaptation between R&D (Borg & Gall) with MDLC (Multimedia Development Life Cycle). Measuring the effectiveness of the RUBEDA 3T Application using Paired sample t test analysis then continued the N-gain test. So that the results of the effectiveness value obtained a percentage value of 79.81% with an effective category, showing an increase.
数字素养是一个民族或国家在5.0革命时代取得进步的指标之一，印尼政府自2017年起将其作为通信与信息技术部的 "数字能力 "框架，并针对四大支柱或主要能力（即：数字技能、数字文化、数字道德和数字安全）制定了各种计划：数字技能、数字文化、数字道德和数字安全，但2023年印尼的数字素养比例仍然很低，仅为62%，在东盟国家中最低。这是由多种因素造成的，其中之一是互联网接入设备的发展不平衡，特别是印尼东部是一个没有互联网接入的地区，也被称为3T地区（弱势、前沿和最外围）。所采用的研究类型是 Borg & Gall 的研究与开发（R&D）和多媒体开发生命周期（MDLC）的结合。本研究的目的是通过开发 RUBEDA 3T 多媒体应用程序，提高数字素养（数字技能）。所采用的研究类型是研发（Borg & Gall）与 MDLC（多媒体开发生命周期）之间的组合调整。使用配对样本 t 检验分析来衡量 RUBEDA 3T 应用程序的有效性，然后继续进行 N-增益检验。这样，有效性值的结果得到了 79.81%的百分比值，显示出有效类别的增加。
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Pub Date : 2024-02-07DOI: 10.9734/ajess/2024/v50i31282
Firman, Muhammad Yahya, A. Idkhan
Digital literacy is one of the indicators of the progress of a nation or country in the era of revolution 5.0, this is made by the Indonesian government as a framework called "digital capability" in this case the Ministry of Communication and Information Technology since 2017 with various programmes targeting four pillars or main competencies, namely: Digital Skill, Digital Culture, Digital Ethics, and Digital Safety, but Indonesia's digital literacy percentage in 2023 is still low with a score of 62%, the lowest in ASEAN countries. This is caused by various factors, one of which is the uneven development of internet access devices, especially eastern Indonesia which is an area without internet access or called the 3T area (disadvantaged, frontier and outermost). The type of research used is a combination of Borg & Gall's Research and Development (R&D) and Multimedia Development Life Cycle (MDLC). This is the purpose of the research to improve digital literacy (digital skills) through the development of the RUBEDA 3T multimedia application which can be accessed using an intranet network (without the internet) which is effective to use. The type of research used is a combination adaptation between R&D (Borg & Gall) with MDLC (Multimedia Development Life Cycle). Measuring the effectiveness of the RUBEDA 3T Application using Paired sample t test analysis then continued the N-gain test. So that the results of the effectiveness value obtained a percentage value of 79.81% with an effective category, showing an increase.
数字素养是一个民族或国家在5.0革命时代取得进步的指标之一，印尼政府自2017年起将其作为通信与信息技术部的 "数字能力 "框架，并针对四大支柱或主要能力（即：数字技能、数字文化、数字道德和数字安全）制定了各种计划：数字技能、数字文化、数字道德和数字安全，但2023年印尼的数字素养比例仍然很低，仅为62%，在东盟国家中最低。这是由多种因素造成的，其中之一是互联网接入设备的发展不平衡，特别是印尼东部是一个没有互联网接入的地区，也被称为3T地区（弱势、前沿和最外围）。所采用的研究类型是 Borg & Gall 的研究与开发（R&D）和多媒体开发生命周期（MDLC）的结合。本研究的目的是通过开发 RUBEDA 3T 多媒体应用程序，提高数字素养（数字技能）。所采用的研究类型是研发（Borg & Gall）与 MDLC（多媒体开发生命周期）之间的组合调整。使用配对样本 t 检验分析来衡量 RUBEDA 3T 应用程序的有效性，然后继续进行 N-增益检验。这样，有效性值的结果得到了 79.81%的百分比值，显示出有效类别的增加。
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