ICT Capability Teachers at the Junior and Senior High School in

Ternate City

Said Hasan

, A. R. Tolangara

and Abubakar Abdullah

Postgraduate of Biology Education, Khairun University, Jl. Yusuf Abdurrahman, Ternate-Indonesia

Biology Education Study Program, Khairun University, Jl. Bandara Baabullah, Ternate-Indonesia

Keywords: ICT Literacy, Industrial Revolution, High School Teacher.

Abstract: The phenomenon of the industrial revolution has penetrated in various sectors, including in the field of

education. Teachers are required to adapt and have good IT skills in managing classroom learning. Future

teaching skills include the ability to develop innovative ways to use technology to improve the learning

environment and encourage technological literacy, deepening knowledge, and generating knowledge. This

study aims to obtain preliminary information about the perceptions and knowledge of IT Literacy for junior

/ senior high school teachers throughout the city of Ternate, as well as obtain a profile of the basic

knowledge of junior / senior high school teachers regarding IT literacy. This study uses survey research

methods with a quantitative approach. The data collection technique used is by distributing questionnaires

and conducting interviews on a sample that has been determined in 10 schools with a sample of teachers in

each school determined randomly. Data analysis was calculated based on the number of checklists filled out

by the respondents, then it was devised to determine the level of perception of each teacher. Interviews were

conducted on respondents randomly to find out information that supports questionnaire contents. The results

showed that teachers in secondary schools in Ternate had 73% ICT skills. Not all teachers have participated

in ICT training and not all teachers have good IT literacy. In the Central Middle School, almost 90% of

teachers have attended ICT training and know the term IT well, and have implemented online applications

well. Unlike the teachers in other sub-districts as sampling, approximately 80% of teachers have not

participated in ICT training. The lack of teacher participation in training has led to low IT skills that

teachers have.

1 INTRODUCTION

The framework for ICT Competencies for teachers is

part of various initiatives by the United Nations and

specialized agencies including UNESCO, to

promote education reform and sustainable economic

development. The UNESCO International

Commission on Education emphasizes that in the

21st century is a way of life-long learning and

participation in learning societies is key to meeting

the challenges posed by a rapidly changing world,

emphasizing the four pillars of learning, namely:

'Learn to live together' , 'Learn to know', 'Learn to

do', and 'Learn to be' (Fallis, 2013; Sanders, 2004).

According to Law No. 14 of 2005 concerning

Teachers and Lecturers, teachers as professional jobs

must have professional principles as stated in article

7 paragraph 1, namely: Professional teachers and

lecturers are specialized fields of work that require

professional principles as follows: (a) have talent,

interest, soul calling and idealism; (b) have

educational qualifications and educational

backgrounds in accordance with their fields of duty;

with their field of duty; (d) comply with the

professional code of ethics; (e) have rights and

obligations in carrying out their duties; (f) obtain

income determined according to his performance;

(g) have the opportunity to develop their profession

in a sustainable manner; (h) obtain legal protection

in carrying out their professional duties; and (i) have

professional organizations with legal entities (Munir,

2014).

The growth of internet users from the 1900s to

2017 is increasing. The results of the 2017 survey

show a significant number, with 143.26 million

Indonesians using the internet. This figure shows

that the Indonesian people are familiar and indirectly

involved in future technological developments.

Hasan, S., Tolangara, A. and Abdullah, A.

ICT Capability Teachers at the Junior and Senior High School in Ternate City.

DOI: 10.5220/0008900302490252

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 249-252

ISBN: 978-989-758-439-8

249

The identification of Literacy IT skills in junior

and senior high school teachers in Ternate City is

important in facing the industry revolution 4.0 which

cannot be avoided. With a variety of applications

and technologies in learning that are varied, it can

facilitate the work of the teacher and learning in the

classroom becomes more enjoyable if the teacher is

able to master the technology well. IT literacy is an

important part in producing superior human

resources and the golden generation of the

Indonesian people, as stated in the Ministry of

Education and Culture and Ministry of Education

and Higher Education's Strategic Plan, as well as the

vision of Indonesian education 2025.

There is not much data and research that reveals

about the IT Literacy skills of teachers in primary

and secondary education (SMP and SMA) in Ternate

City. This research can be a database for policy

makers to encourage acceleration and improvement

of IT Literacy skills for teachers in order to improve

the quality of education in Ternate City. Keeping in

mind that at present, literacy is not just reading,

writing and counting, but more than that, IT Literacy

is a very important ability for every teacher.

2 METHOD

This study uses a combination of quantitative and

qualitative methods (Punch, 2009). Simple

quantitative methods are used when calculating the

number of answer choices by respondents to the

questions on the questionnaire by tabulating and

calculating the percentage. While the qualitative

method for analyzing written answers provided by

respondents, where some questions in the

questionnaire are open and also given space to

express their opinions and responses regarding

teaching with multimedia and internet computers

(Creswell, 1998).

Data collection is carried out through surveys in

all SMP / SMA in Ternate City. Samples that can

represent the population are taken using a multistage

random sampling technique. Determination of the

sample size of the population, determined by using

the formula from Slovin (Fatimah Saleh & Lim,

2010) as follows:

N= N/1+Ne

In order to obtain the validity and reliability of

the instruments used, first try out the instrument to

ensure that the instrument is an accurate and reliable

measuring instrument.

The data collection technique used is by

distributing questionnaires and conducting

interviews on a predetermined sample in 20 schools

with a sample of teachers in each school determined

randomly. The instrument used was a questionnaire

about the use of IT and IT knowledge related to the

industrial revolution 4.0 the questionnaire used was

in the form of a closed questionnaire.

Data analysis was calculated based on the

number of checklists filled out by the respondents,

then it was challenged to determine the level of

perception of each teacher. Interviews were

conducted at respondents randomly to find out

information that supports questionnaire contents.

The category of each indicator is transferred to

an absolute number as follows:

Table 1: Indicator Category.

No. Cate

Score

1 Proficien

2 Able 2

3 Underprivilage

4 Disable 0

Furthermore, each respondent scores summed

with other respondents and averages so that the

overall score of respondents' perceptions is obtained

as follows:

Average Score= Score of all Respondents/ Total

Respondents

For frequency data and school facilities support,

the same thing is also done, namely:

Table 2: Frequency of Facility Support

No. Cate

Score

1 Often (more than twice) 3

2 Rarel

(more than once) 2

3 Eve

(once time) 1

eve

Data processing and analysis is carried out

through several steps, namely data editing, coding,

tabulation, and data validation. Furthermore, the

analysis is carried out using descriptive statistical

techniques and associations for correlational data.

3 RESULT AND DISCUSS

The target school that became the sampling in this

activity was representative of 4 sub-districts of

Ternate City, namely Ternate Island sub-district,

South Ternate sub-district, Central Ternate sub-

district, and North Ternate sub-district. The number

of schools that were sampled were 20 secondary

schools in Ternate City. Of the 20 schools taken data

ICTL 2018 - The 1st International Conference on Teaching and Learning

250

using questionnaire and interview instruments, it

was presented in the form of a teacher's ability

profile with 4 indicators, namely (1) whether or not

there had been training activities, (2) the ability to

operate Microsoft office, (3) IT support capabilities,

and (4) basic IT literacy skills.

Figure 1: Number of Sample Schools.

The data needed to measure indicators of the

ability to operate Microsoft Office for teachers is

with a number of questions to measure teacher

knowledge related to their ability in office

operations and general problems that exist in office

software.

The data needed to measure the indicators of IT

supporters' abilities are a number of questions in the

questionnaire to gather information related to the

teacher's knowledge of other IT supporting software

such as photoshop, corel draw, spss, and windows

movie maker. Some of the software is a support for

teachers in making learning media or supporting

media so that the presentation looks interesting.

IT's basic literacy ability is one of the teacher's

soft skills related to its relationship with the internet,

and its problems and ability to operate learning

online. Some indicators of elementary school

teachers' IT skills are obtained through

questionnaires with closed or open answers. The

data that has been analyzed is shown in the

following figure.

Figure 2: The condition of junior / senior high school

teachers related to whether or not they took part in IT

training.

Based on the graph, we can see that the

distribution of teachers participating in IT training is

still relatively small in 3 sub-districts within Ternate

City, namely schools in the Central Ternate sub-

district, Kec. Ternate Island, Kec. South Ternate,

and Kec. North Ternate (> 80% of teachers who

have never participated in IT training activities).

Teachers residing in schools in the Ternate sub-

district area, there were many who attended training

activities, namely> 50%. In understanding and

obtaining basic and advanced IT skills, continuous

training is needed and intensive mentoring is

needed. Not limited to fulfilling program

implementation and purely project fulfilment.

Figure 3: The Condition of Junior / Senior High School

Teachers Related to the Ability to Operate Office.

Based on the graph, we can see that the teacher's

ability to operate office more than 80% is good.

Teachers who are in several sampling schools in the

Central Ternate sub-district, South Ternate and

North, are considered to have been able to operate

offices, namely> 80%, and only a small number are

not proficient.

Figure 4: The State of Junior / Senior High School

Teachers Related to Basic IT Literacy Skills.

ICT Capability Teachers at the Junior and Senior High School in Ternate City

251

Based on the graph, we can see that the teacher's

ability to cultivate IT literacy is in the form of

searching and browsing the internet, and making

online learning very high. More than 80% of

teachers have cultivated IT literacy and carry out

online learning. This shows that the learning process

carried out by the teacher has been digital based.

More than 80% of teachers concluded that they had

good IT (internet) literacy skills.

The ability to design good learning media,

becomes an important thing that needs to be owned

by teachers (teachers), both elementary, secondary

and higher education. One supporter of the ability to

make learning media is the ability of information

and technology or information and communication

technology (ICT). The need for teaching soft skills

for IT is needed in the era of industrial revolution

4.0 today.

4 CONCLUSIONS

IT capability is one of the supporting skills in the

'Age of Now' which is really needed to achieve

satisfying learning outcomes, but not a key factor for

student learning outcomes. Coaching to teachers can

be done in various ways, including involving

teachers in training, bringing in resource persons to

carry out training in schools, activating teacher

learning forums (KKG and MGMP), collaborating

with external parties (Universities, Teacher

professional organizations, and field NGOs

education) to carry out training activities in schools,

and provide IT support facilities for teachers in

schools.

With the role of technology in learning, the use

of media plays an important role in the learning

process. Teachers are required to be able to integrate

ICT in learning by using more attractive media so

that learning can take place more interactively,

inspirational, fun, challenging, efficient and

motivate students to actively participate and provide

sufficient space for students to be creative and

independent according to their interests , talents and

psychological development of students.

ACKNOWLEDGEMENTS

Te researchers conveyed ‘Thank You’ to the Head

of the LPPM Khairun University for her support in

funding this research. We would like to thank you

and appreciation to the teachers’s in the sample

schools who helped fill out our research

questionnaire.

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