Elementary Teachers’ Competencies in Planning, Creating, and using

ICT-based Learning Media

Hamdan Husein Batubara, Dessy Noor Ariani, Jarkawi, Galuh Nashrulloh Kartika Majangsari Rofam

Universitas Islam Kalimantan MAB Banjarmasin and Universitas Negeri Jakarta. Padat Karya Street, Number 51, North

Banjarmasin, Banjarmasin City, ZIP Code: 70122.

Keywords: Teacher Skill, ICT, Elementary Education

Abstract: The main purpose of this study is to explore the level of teachers’ skill in planning, creating, and using ICT-

based learning media. A descriptive quantitative research design was implemented within this study by

using survey as the instrumentation which used a set of questionnaire to measure teachers’ knowledge in

planning, creating, and using ICT-based learning media. The participants for this study are Elementary

School teachers in Banjarmasin. The results of this study were analyzed using descriptive analysis. The

finding was that the majority of the respondents had moderate level of Planning (M= 3,46, SD= 0,62,),

Creating (M= 2,51, SD= 0.73), and Using (M= 3,19, SD= 0,60). The teachers’ skill in planning correlated

with the teachers’ skill in creating (ryx = 0.96), and using (ryx = 0.89). The teachers’ skill in creating

correlated with the teachers’ skill in using (ryx = 0.87). The findings indicate the need to train teachers in

planning, creating, and using ICT-based learning media. Because of low skill of elementary teacher will

only impede the success of all ICT initiatives introduced by the ministry.

1 INTRODUCTION

The rapid changing of ICT has brought a substantial

impact on all spheres of human activities, including

education system. It has also provides a new

challenge for teachers to implement innovative

learning activities and in accordance with education

demand of 21st century. Unfortunately, some results

of researches indicated that the teachers’ level of

ICT integration is still at the low level, although in

general they admitted that ICT positively affects

their teaching practice and their students’ learning

(Umar, 2015).

ICT is basically a tool. It can be hardware (such

as computers, Radio, Telephone, projector, camera),

software (such as PowerPoint, Adobe Flash, Video,

Excel, Websites), or both. In the educational context,

it mainly refers to various resources and tools

(software) presented on the computer. Educational

ICT tools can be divided into 3 categories: Input

source, Output source and Others. The input source

consist of visualizer/ document camera, Computer/

laptop, Slate/ tablet, Student response system,

application software. The output source consist of

projector, interactive whiteboard and display;

monitor, TV etc. Others technology consist of digital

camera, switcher, digital recorder, and other

technology (Wang & Woo, 2007).

Pavla HLÁSNÁ (2017) lists several benefits of

the use of ICT on teaching and learning in primary

education:

1. Students' concentration in learning is better than

learn with teachers

2. Learning activities become more personalized

3. Learning becomes on the one hand more

independent, and on the other more provide

facilities to collaborate with others

4. Learning activities can happen anywhere and

anytime

5. Learning material is more up-to-date and can be

be tailored according to students’ immediate

needs

6. Thanks to multimedia activities, the learning

atmosphere becomes more varied and dynamic

7. Learning activities require critical thinking

8. Learning activities become more culture

conscious.

Aktaruzzaman explained the roles of ICT in

education are as follows: a) ICT encourages learning

anytime and anywhere; b) ICT helps everyone to

access learning resources; c) ICT sets up individuals

Batubara, H., Ariani, D., Jarkawi, . and Rofam, G.

Elementary Teachers’ Competencies in Planning, Creating, and using ICT-based Learning Media.

DOI: 10.5220/0009020900002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 347-354

ISBN: 978-989-758-470-1

347

for the workplace; d) ICT increases the quality of

education process and learning outcome; and e) ICT

turns learning environment into learner-centered of

learning (Aktaruzzaman, 2011).

Based on the description above, the use of the

ICT has many benefits for education, namely: 1)

display of multimedia in ICT can improve the

retentive memory of students, 2) teachers can easily

explain complex instructions and ensure students’

comprehension, 3) teachers are able to create

interactive and active classses and present the lesson

more enjoyable, 4) improve students attendance and

concentration, 4) removing the fear of students to

some subjects that abstract and considered difficult,

and 5) improving student achievement.

ICT Competence for teacher has been vey

important in this era. So that, Indonesia Government

has determined the ICT competencies as one of the

skills that must be mastered by the teacher

(Regulation of National Education Minister No. 16,

2007). The use of the ICT in education has

supported some characteristics of curriculum 2013.

Such as, suggesting the communication from

anywhere, to anywhere, emphasizing the importance

of cooperation and collaboration in solving

problems, increasing attention of educators (Wang &

Woo, 2007).

On the other hand, the ICT functions can not be

claimed will replace the role of the teacher. ICT is

just a tool introductory message or one of the

students' learning facilities. Therefore, teachers need

to keep active in guiding the process of learning

activities. The position of ICT in the communication

system can be described as follows (H. H. Batubara,

2015).

Picture 1. The position of ict in the communication system

The need and urgency for developing

technological literacy, although not a new idea,

emerged with greater emphasis in the early 1980’s.

With this increasing awareness and interest,

technology quickly was recognized as a powerful

vehicle for offering educators innovative ways to

enhance student learning. In the early 1990’s the

International Society for Technology in Education,

ISTE established standards defining technological

literacy for teacher education. ICTs are a potentially

powerful tool for extending educational

opportunities, both formal and non-formal, to

previously underserved constituencies – scattered

and rural populations, groups traditionally excluded

from education due to cultural or social reasons such

as ethnic minorities, girls and women, persons with

disabilities, and the elderly, as well as others who for

reasons of cost or because of time constraints are

unable to enrol on campus (Aktaruzzaman, 2011).

The systematic of ICT integration into teaching

and learning is divided into three areas, namely: (1)

design planning, (2) creating learning media, and (3)

using in teaching and learning. According to

Sukiman, the components of integrating ICT to

create lesson plan are consists of: (1) analyzing the

needs and characteristics of students, (2) formulating

standard competencies and indicators of learning

outcomes, (3) developing subjects content, (4)

formulating assessment instrument, and (5) writing

story board. The components of ICT integration in

creating learning media are consists of a teacher's

ability in : (1) operating application of graphic

design, audio, video, and animation, (2) blended

media component using the computer application,

and (3) evaluating product based on the principles of

ICT media development (Sukiman, 2012). There are

some general principles in creating ICT are: 1)

Visible: easy viewing, 2) Interesting, 3) Simple, 4)

Useful for students or users, and 5) Accurate: true

and on target, 6) Legitimate: legitimate and

reasonable, 7) Structured: well structured, and 8)

coherent (Aqib, 2013).

According to Totok A. Soefijanto, education

observer of Paramadina Public Policy Institute, the

use of ICT in Indonesia school is still about 20

percent. Even less in Elementary School (Admin,

2015). The factors that affect elementary teachers’

decision to integrate ICT in education are limited

teacher to join training in ICT integration, technical

support, pedagogical support, access to technology

resources, teachers’ skill in using multiple ICT tools

and skills (Hafez, 2013).

The result of initial study on Elementary teachers

as participant training interactive media showed that

most elementary schools already have facilities that

support the use of ICT. So, the purpose of this study

is to explore teachers’ competencies in ICT

integration in creating lesson plan, creating learning

media, and teaching and learning process, This study

is important to be done in order to know and to map

the teachers’ competence so the data can use as a

tool to increase the teachers’ competence.

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2 METHODOLOGY

2.1 Research Method

A descriptive quantitative research was employed in

this study. Additionally, this study belongs to study

of exploration that explain the phenomenon of

description between variables based on theory and

research of previous research using empirical data

(Cooper, 2003) which used survey method and using

instruments to acquire data for all variables. This

design was chosen because it is more practical when

involving respondents and the process of collection

of data is done in a short period of time.

2.2 Study Participants

The population in this study is elementary school

teachers of grades 1st to 6th. The researchers

delivered the instruments to the elementary schools

from five area in Banjarmasin (West Banjarmasin,

South Banjarmasin, East Banjarmasin, Middle

Banjarmasin, and North Banjarmasin), South

Kalimantan, Indonesia.

A cluster sampling was used in this study. The

researchers determined the sampled Elementary

Schools for each area. In this study, the researchers

conducted it within two steps. Firstly, the

researchers determined the sampled Elementary

Schools from the five areas in Banjarmasin is 62. To

determine the ideal sample size for this population,

the opinions of Gay & Diehl was used. (Gay L.RR.

and Diehl, 1992) They state that the sample should

be 10 % of population. Therefore, the sampling of

elementary schools from five areas in Banjarmasin

are 10% x 62= 6 primary schools.

Secondly, the researchers determined the sample

teachers who represented the sampled schools from

each area. The population in this study was 62

Elementary School teachers from 6 sampled

elementary schools in Banjarmasin. To determine

the ideal sample size for this population, Slovin’s

formula was used. Slovin’s formula stated that n=

N/(1+N.e2)), where n= number of samples, N= total

population, e= margin of error and therefore sample

of this study was n= 75/ (1+75(0.05)2)= 63 teachers

with e =0.05.

The researchers delivered survey to 6 randomly

selected elementary schools directly by hand to the

teachers at the schools. A total 0f 63 questionnaires

were distributed. A total of 50 over 63

questionnaires or 80 % were successfully returned to

the researcher. Thus, total of participants is 50

elementary school teachers.

2.3 Research Instruments

The instrument was survey instrument to measure

teachers’ competence in integrating ICT. It is consist

of planning, creating and using ICT in teaching. The

survey was developed based on Sukiman theory

(Sukiman, 2012). The survey items are of 5-point

Likert’s scale (from 1—strongly disagree to 5-

strongly agree). A brief demographic information

was also used to obtain the background

characteristics of the participants. A brief

demographic questionnaire was constructed to

obtain information of the participants including

gender, level of education, number of years of

experience in teaching, and status for professional

teaching.

2.4 Data Analysis

Internal reliability of the three construct was first

established through high Cronbach alphas for all

cojnstructs: Planning (∝= .784), creating (∝=.872),

and using (∝= .902). The analyses in this study was

conducted using the Statistical Package for the

Social Science software (SPSS) 19.0. Descriptive

analyses were used to describe the research data.

The descriptive analyses involved were the mean,

percentage, frequency, and standard deviation.

3 RESULT AND DISCUSSION

3.1 Profile of Participants

Table 1, Table 2, Table 3 and Table 4 below reflects

the number and percentage of teachers’ gender,

years of experience in teaching, level of education,

and status of teachers professional.

Table 1. Frequency and percentage of teachers’ gender

Gender Percentage

Male 40%

Female 60%

Table 1 above shows the number of teachers that

were involved in this study. According to gender,

this indicates that there were more female teachers

than male teachers.

Elementary Teachers’ Competencies in Planning, Creating, and using ICT-based Learning Media

349

Table 2. Frequency and percentage of teachers’ experience

in teaching

Experience in Teaching Percentage

< 10 years 86%

11-20 years 12%

>20 years 2%

Table 2 above shows that the distribution of

teachers’ years of experience in teaching. Most of

the teachers had <10 years of teaching experience

were 43 teachers or 86 %.

Table 3. Percentage of teachers’ education level

Experience in Teaching Percentage

Diploma 6%

Under Graduate 90%

Post Graduate 4%

Table 3 above shows that the distribution of

teachers’ education level. Most of the teachers were

qualified teachers as having an under graduate (S1)

with total of 45 teachers or 90 %

Table 4. Frequency and percentage of teachers’

professional status

Status Percentage

Yes 26%

No 74%

Table 4 above shows that the distribution of

teachers that have teachers’ professional certificate.

Most of 37 teachers or 74 % did not have certificate

of teacher professional.

3.2 Level of Elementary Teachers’

Competencies in Planning,

Creating, and using ICT-based

Learning Media

The following is descriptive analysis for the

research’s findings. The descriptive analysis

involved the mean, percentage, frequency, and

standard deviation the mean and standard deviation.

Table 5 shows each subscale consisting of teachers’

skill in planning, creating, using ICT-based learning

media.

Table 5. Mean, standard deviation and categorization of

planning, creating, and using ICT

Dimension Mean Std. Deviation

Planning ICT-based learning

media

3.4640 .61735

Creating ICT-based learning

media

2.5120 .73252

Using ICT-based learning

media

3.1920 .60435

Table 5 above shows mean and standard

deviation of teachers’ competence. Most of the

teachers express that the teachers’ skills in planning

is better than the teachers’ skills in using, and the

teachers’ skills in using is better than the teachers’

skills creating.

34.640

25.120

31.920

10.000

20.000

30.000

40.000

Pl i

Figure 2. Level of competence teacher in planning,

creating and using ICT

Based on the table 5 and figure 2 above, The

criteria divided into three groups: low, moderate,

high was described (Azwar,1986). The

categorization level criteria, frequency, and

percentage about planning, creating and using ICT

in teaching is explained as below:

3.2.1 Planning ICT-based Learning Media

The instrument survey to discribe teacher

competence in planning ICT has ten statement items

as in the table vi.

Table 6. Mean and standard deviation of teachers’

competence in planning ICT

Dimension

Level

High Moderate Low

I identify students’ need 4 44 2

I analyze standard

competence

2 45 3

I adjust kind of media

with content

4 39 7

I analyze characteristic

of lesson

5 39 6

I develop content of

media based on

curriculum regularly.

6 37 7

I consider available

resource, i.e. teachers’

competence, facilitation,

4 42 4

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finance

I consider available time 5 36 9

I create assessment to

evaluate ICT

3 41 6

I always create story

board before creating

ICT

5 41 4

I ask expert people to

evaluate my story board

18 27 5

The table above shows that teachers knowledge

about planning ICT-based learning media is in

moderate level. Some Elementary School teachers

are confident to analize students’ need and

characteristic, standard competence, lesson

characteristic, adjust kind of media, develop content

based on curriculum, consider finance, facilitation,

and teacher competence, and create story board. But,

mean of teacher in creating assessment and asking

people to evaluate their story board have taken lower

position than the others. Items of ICT instruments in

planning ICT-based learning media is in accordance

with the theory Sukiman.

Table 7. Frequency and percentage of teachers’ competence in planning ICT

Level of Teachers’

Planning

Categorization Level Range of Value Percentage

Level of

Teachers’

Planning

Low

x<(µ-1.0

)

x < 2.85 16% Low

Moderate

(µ-1.0

)≤x≤(µ+1.0)

2.85 ≤ x ≤ 4.08 62% Moderate

High

(µ+1.0

)<x

4.08 <x 22% High

Total 100.0 Total

The table 6 above shows that the competence of

teachers in planning ICT-based learning media is at

low = 16%, moderate = 62%, and high = 22%. Mean

of that score take place at moderate level.

3.2.2 Creating ICT-based Learning Media

The instrument survey to describe teacher

competence in planning ICT has ten statement items

as in the table 8.

Table 8. Mean and standard deviation of teachers’ competence in creating ICT

Dimension

Level

High Moderate Low

I ever study creating ICT for teaching (join workshop,

course, or lectures)

13 32 5

I can operate design graphics application, such as

Photoshop, Corel draw, etc.

7 37 6

I can operate aplication of recording voice, recording

video, editing voice, and editing video (i.e. Movie Maker,

Camtasia, Ulead Video Studio, Sony Vegas, etc.)

6 40 4

I can create ICT media using MS. Power point

application.

11 34 5

I can create ICT media using software such as

Macromedia flash Professional 8, or Adobe Flash, or Auto

play

5 39 6

I create ICT independently 7 36 7

I just edit available media 6 37 7

I know the ICT development principles 5 37 8

I try media to user to be, expert media, per se, before use it 6 38 6

I fix media immediately when the media cannot work 8 37 5

The table 8 above shows that teachers’

competence about creating ICT-based learning

media is at moderate level. Some Elementary School

teachers are confident to operate ICT sofware and

hardware. Such as Photoshop, Corel Draw,

Camtasia, Editing Video, Sound Recorder,

Powerpoint, Adobe Flash, ect. Comparing between

item directed that some of teachers have low ability

in editing media, operate aplication as Corel Draw,

Elementary Teachers’ Competencies in Planning, Creating, and using ICT-based Learning Media

351

Photosop, Movie Maker, Macromedia Flash 8 and

Adobe Flash.

The teachers knowledge about principles of

creating ICT are lower than the other. Such as: (1)

Visible: easy viewing, (2) Interesting, (3) Simple,

(4) Useful for students or users, and (5) Accurate:

true and on target, (6) Legitimate: legitimate and

reasonable, (7) Structured: well structured, and (8)

coherent.

The teachers also have not tried ICT product to

users to be or expert ICT or per se before using ICT

in their class. Items of ICT instruments in creating

ICT is in accordance with the theory Aqib about

principles used in the creating and using

instructional media. So that, the teachers have to

increase their ability in mastering software and

hardware of computer.

Table 9. Frequency and percentage of teachers’ competence in creating ICT

Level of Teachers’

Planning

Categorization Level Range of

Value

Frequency

Percentag

Low x<(

-1.0)x<1.7810 20%

Moderate

(µ-

1.0

)≤x≤(

+1.0)

1.78≤x≤3.24 34 68%

h (

+1.0)<x 3.24<x 6 12%

Total 50 100.0

The table 9 above shows that the competence of

teachers in creating ICT-based learning media is at

low = 20%, moderate = 68%, and high = 12%. Mean

of that score take place at moderate level.

3.2.3 Using ICT-based Learning Media

The instrument survey to describe teacher

competence in planning ICT has ten statement items

as in the table x.

Table 10. Mean and standard deviation of teachers’ competence in using ICT

Dimension

Level

h Moderate Low

The school facilitation support to integrate ICT,

such as Laptop/computer, LCD, Projector, internet,

Computer Lab, etc

441 5

School, has enou

h ICT media collections 14 31 5

I use ICT media (i.e. Learning CD, MS.

PowerPoint, Video, Internet, etc.) when teaching

43610

I use ICT to solve misunderstanding of subjects

content

23711

I use ICT to describe abstract subjec

s conten

17 27 6

I use ICT to simulate content 2 39 9

I use ICT to exercise 14 22 14

I use available ICT (from internet, government, etc)

when teachin

12 27 11

I use ICT which is created by myself in

teaching

11 26 13

I interest to create and use ICT in teachin

635 9

The table 10 above shows that teachers’

competence about using ICT is in moderate level.

This instrument is relevant with Aktaruzzaman

theory about the roles of ICT in education

(Aktaruzzaman, 2011). The table above shows that

the teachers’ competence in using ICT created by

themselves take lower level than the other. This is

consistent with the low competence of teachers to

operate a computer program for learning.

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Table 11. Frequency and percentage of teachers’ using level

Level of Teachers’

Planning

Categorization Level Range of

Value

Freque

ncy

Percent

age

Low

x<(µ-1.0)

x<2.59 6 12%

Moderate

(µ-1.0)≤x≤(µ+1.0)

2.59≤x≤3.80 36 72%

High

(µ+1.0)<x

3.80<x 8 16%

Total 50 100.0

The table 10 above shows that the competence of

teachers in using ICT is at low = 12%, moderate =

72%, and high = 16%. Mean of that score take place

at moderate level. The comparison between the

teachers’ competence to plan, create and use of ICT

shows that most of teachers in elementary school

have an interest to use ICT in teaching and learning.

However, some teachers become often lazy to use

the technology. Because of that, existing technology

is just left unused. Therefore, a important program to

do ICT media development training based on the

needs, principle and backgrounds of teachers’

competencies.

3.3 Relationship between Activity

Planning, Creating, and using of

ICT-based Learning Media

The relationship between planning, creating, and

using ICT-based learning media in Elementary

school teachers can be known from the value of the

correlation coefficient as indicated in the table xii.

Table 12. The coefficient correlation among planning,

creating, and using ICT

Planning Creating Using

Planning 1 0,96 0,89

Creating 0,96 1 0,87

Table 12 shows that: (1) the level of the teacher's

skill to plan ICT-based learning media is related to

the teacher's skill to create ICT-based learning

media, namely the coefficient value is 0.96, (2) the

teacher's skill to plan ICT-based learning media is

related to the teacher's skill to use ICT-based

learning media, namely the coefficient is 0.89, and

(3) the level of teacher's skill to create ICT-based

media is related to the teacher's skill to use ICT-

based learning media, namely the coefficient is 0.87.

The way to give an interpretation of the correlation

coefficient value is by referring to the empirical

guilford rule as shown in the table xiii.

Table 13. The coefficient correlation among planning,

creating, and using ict

Level of R

Interpretation of relationship

level

0,00 – < 0,20 Very weak

≥ 0,20 – <

0,40

Low or weak

≥ 0,40 – <

0,70

Moderate

≥ 0,70 – <

0,90

Strong

≥ 0,90 – ≤

1,00

Very strong

Based on the table above, it is known that the

relationship among elements studied has a positive

and very strong relationship. It means that the

teachers’ skill in planning ICT-based learning media

interact positively with their skills to create, and use

ICT-based learning media..

4 CONCLUSIONS

The teachers’ skill in planning, creating and using

ICT-based learning media requires to be more

creative. This study found some important teachers’

competencies to be improved, which is as follows:

1. The finding was that the majority of the

respondents had moderate level of Planning (M=

3,46, SD= 0,62), Creating (M= 2,51, SD= 0.73),

and Using (M= 3,19, SD= 0,60). This study

shows that the teachers’ skills in creating are

lower than planning ICT-based learning media,

and the teachers’ skills in using are lower than

planning ICT-based learning media.

2. The teachers’ skills in planning correlated with

the teachers’ skills in creating (ryx = 0.96), and

using (ryx = 0.89). The teachers’ skill in creating

correlated with the teachers’ skill in using (ryx =

0.87).

Elementary Teachers’ Competencies in Planning, Creating, and using ICT-based Learning Media

353

3. 3. The teachers’ skills that are lowest is mastery

of computer software, such as: editing video,

audio, powerpoint and macromedia flash 8.

4. The teachers’ knowledge of the principles of ICT

development is still relatively low.

5. Some factors affecting elementary teachers’

decision to not use ICT are because

uncomfortable feeling, and there are problems

with ICT devices

6. The teachers are interested to study basic and

medium software, such as powerpoint, adobe

flash, editing picture, video, sound, animation,

web and the other.

Some findings above showed that teacher need

workshop activies about planning, creating, and

using ICT-based learning media. Moreover, the

headmaster have to motivate and give a awards to

outstanding teachers. Finally, teachers have to

improve their ICT skills to advance the future of

education.

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