Pengaruh Kompetensi Digital Guru terhadap Kinerja Mengajar Guru yang Dimediasi oleh Teacher Readiness for Change

Abstract

Abstract: This study aims to describe: (1) the effect of teacher digital competence on teacher readiness for change; (2) the effect of teacher readiness for change on teaching performance; (3) the effect of teacher digital competence on teaching performance; (4) the effect of teacher digital competence on teaching performance through teacher readiness for change. This study used a quantitative approach with survey method using simple random sampling. The research sample was 262 of 757 state vocational school teachers in Klaten Regency with an error rate of 5%. This research used questionnaire (rating scale) as instrument. The instrument validity were content validity with expert judgment and construct validity calculated with Confirmatory Factor Analysis. Reliability was calculated using the Cronbach Alpha technique. Technique for analysing data was the Structural Equation Model (SEM) and was carried out by using PLS for Structural Equation Modeling (SEM) 3.0 program. The results of the study are explained as follows. (1) There is positive and significant effect of teacher digital competence on teacher readiness for change by 46,8%. (2) There is a positive and significant effect of teacher readiness for change on teaching performance by 34,2%. (3) There is a positive and significant direct effect of teacher digital competence on teaching performance by 30,4%. (4) There is a positive and significant indirect effect of teacher digital competence on teaching performance mediated by teacher readiness for change by 16%. The novelty of this research was indirect effect of teacher digital competence on teaching performance through teacher readiness for change. Keywords: teacher digital competence; teacher readiness for change; teaching performance; structural equation model (SEM) Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hal-hal sebagai berikut. (1) Pengaruh kompetensi digital guru terhadap teacher readiness for change. (2) Pengaruh teacher readiness for change terhadap kinerja mengajar guru. (3) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru. (4) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey. Teknik sampling pada penelitian ini menggunakan simple random sampling. Sampel penelitian sebanyak 262 dari 757 guru SMK Negeri di Kabupaten Klaten dengan taraf kesalahan 5%. Instrumen yang digunakan adalah angket (rating scale) dengan interval dari 1 sampai 5. Validitas instrumen meliputi validitas isi dengan expert judgement dan validitas butir yang dihitung dengan Confirmatory Factor Analysis (CFA). Reliabilitas dihitung dengan teknik Alpha Cronbach. Teknik analisis data yang digunakan dalam penelitian ini adalah Structural Equation Model (SEM) dan dilakukan dengan bantuan program PLS for Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa (1) Terdapat pengaruh positif dan signifikan kompetensi digital guru terhadap teacher readiness for change sebesar 46,8%. (2) Terdapat pengaruh positif dan signifikan teacher readiness for change terhadap kinerja mengajar guru sebesar 34,2%. (3) Terdapat pengaruh positif dan signifikan secara langsung kompetensi digital guru terhadap kinerja mengajar guru sebesar 30,4%. (4) Terdapat pengaruh positif dan signifikan secara tidak langsung kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change sebesar 16%. Kebaruan pada penelitian ini adalah ditemukan pengaruh tidak langsung kompetensi digital guru terhadap kinerja mengajar guru melalui teacher readiness for change. Kata Kunci: kompetensi digital guru; teacher readiness for change; kinerja mengajar guru; structural equation model (SEM)