Integration of Christian Religious Education Teachers’ Professional Competence with the Cultural Mandate (Genesis 1:28) of Students at SD Negeri 116897 Hapoltakan Nauli – Labuhan Batu Utara Regency
Main Article Content
Abstract
This study examines the influence of Information and Communication Technology (ICT) use on students' activeness in Christian Religious Education (CRE) learning at SD Negeri 071030 Afia. The rapid development of ICT has transformed educational practices, offering new opportunities for enhancing student engagement and participation in learning activities. This quantitative research employed a correlational design with a sample of 85 fifth and sixth-grade students selected through purposive sampling. Data were collected using questionnaires measuring ICT use frequency and student activeness, with validity and reliability tests conducted prior to analysis. The results revealed a significant positive correlation (r = 0.742, p < 0.001) between ICT use and student activeness in CRE learning. Regression analysis indicated that ICT use explained 55.1% of the variance in student activeness (R² = 0.551, F = 102.384, p < 0.001). The findings suggest that integrating ICT tools such as educational videos, interactive presentations, and digital learning platforms significantly enhances students' participation, motivation, and engagement in CRE classes. This study recommends that schools invest in ICT infrastructure and provide continuous professional development for teachers to optimize technology integration in religious education.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
Ariani, D. W. (2015). Relationship with supervisor and co-workers, psychological condition and employee engagement in the workplace. Journal of Business and Management, 4(3), 34-47.
Arikunto, S. (2013). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Cox, M. J., & Webb, M. E. (2004). ICT and pedagogy: A review of the research literature. British Educational Communications and Technology Agency.
Darmawan, D. (2012). Pendidikan teknologi informasi dan komunikasi: Teori dan aplikasi. PT Remaja Rosdakarya.
Dimock, M. (2019). Defining generations: Where Millennials end and Generation Z begins. Pew Research Center, 17(1), 1-7.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112-125.
Ghozali, I. (2018). Aplikasi analisis multivariate dengan program IBM SPSS 25. Badan Penerbit Universitas Diponegoro.
Hamalik, O. (2014). Proses belajar mengajar. Bumi Aksara.
Hasbullah, H., & Rahmawati, E. Y. (2015). Pengaruh penerapan metode pembelajaran kooperatif berbasis media komputer terhadap hasil belajar siswa. Jurnal Formatif, 5(1), 42-50. https://doi.org/10.30998/formatif.v5i1.164
Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies, 2(1), 39-54.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers' beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11(2), 149-173. https://doi.org/10.1080/13664530701414779
Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 17(6), 560-565. https://doi.org/10.1007/s10956-008-9123-5
Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156. https://doi.org/10.17011/ht/urn.2005355
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938
Miarso, Y. (2011). Menyemai benih teknologi pendidikan. Kencana.
Munir. (2017). Pembelajaran digital. Alfabeta.
Newhouse, C. P. (2002). The impact of ICT on learning and teaching. Western Australian Department of Education.
OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. https://doi.org/10.1016/S0360-1315(01)00045-8
Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Sadiman, A. S., Rahardjo, R., Haryono, A., & Rahardjito. (2014). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Rajawali Pers.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana.