What Indonesian Teachers' Happiness is and How it Manifests at Work in Adopting Technology-Based Teaching in the Digital Era: A Pilot Study

Indonesia, like many other countries, see Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education. However, there is a lack of research examining Indonesian secondary mathematics teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate Indonesian secondary teachers’ knowledge in the use of ICT in secondary mathematics classrooms. The study employed a quantitative method with a cross-sectional survey approach. It was conducted in one of Indonesia’s provinces where the data were collected from 341 secondary mathematics teachers through a questionnaire survey. The findings suggest that, to a large extent, Indonesian secondary mathematics teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve Indonesian teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.

The use of Information and Communication Technology (ICT) in schools is a worldwide requirements meant to replace traditional teaching methods with a technology- based teaching and learning tools and facilities which will assist teachers in their day to day activities of teaching, keeping of records among others. This study aims to analyze the importance of ICT usage to support teaching and learning process in the classroom and also to ascertain the Effectiveness of ICT usage for pupils learning. It also finds out the challenges of usage of ICT facilities in public primary Schools. The findings from the study revealed that computer and internet facilities affected the Educational system better than before. Usage of ICT facilities in public primary Schools will improve the teaching and learning process. The following challenges were revealed from the study: lack of technical support/ Skills, problem of electricity, network issues inadequate ICT facilities in schools among others. It was therefore recommended that the government should give utmost priority to training of teachers in ICT usage. ICT specialist should be recruited and posted to each public primary School to provide technical support to other members of staff, Electricity should be improved upon or solar panels to be provided to schools. Teachers and pupils should be provided with ICT facilities such as educational tablet to improve their ICT usage for teaching and learning.

ICT Integration in Islamic Education: Solutions to improve student achievement in Islamic education In the digital era, the importance of using information and communication technology (ICT) in the digital era through Islamic education cannot be denied. The advantages of using such technology are not only that it provides a lot of up-to-date information gathering but more importantly it also makes it easier to access, faster and flexible. The method I took in this research is a literature study with a qualitative approach where the purpose of this research is to find out more about the use of information and communication technology (ICT), especially in the field of Islamic education to improve student achievement. Because many education throughout Indonesia prioritize Islamic education. In today's digital era, information and communication technology (ICT) plays an important role in developing Islamic education. In addition, it has made many changes to Islamic education, especially in improving student achievement. This paper traces the roots of information and communication technology (ICT) processes in Islam to improve student achievement in the digital age. The result of this study is that information and communication technology (ICT) will provide more opportunities for optimal learning facilities that are still developing faster than expected. The challenge ahead as educators, namely the integration of information and communication technology (ICT) in Islamic education to improve student achievement, is not something that should be avoided, but alternative learning approaches that are a necessity in improving student achievement in Islamic education.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries

This study observes the impact of information and communication technology (ICT) on English as a foreign language (EFL) teaching in secondary school focuses on the culture of teachers in Indonesia in 2007 - 2012. Through an observation on the ICT program in teaching English in Indonesia and an analysis of the theory of the culture of teaching, it evidences that the application of ICT in teaching EFL has influenced the teachers’ cultures at schools. It confirms that the use of the internet and World Wide Web as well as social media has strengthened the four culture of teaching in Indonesia; either individualism, balkanization, collaborative, or contrive collegiality. It changes the way of teachers plan teaching materials, perform their teaching in class, and the way they interact with other teachers and students. However, some challenges facing ICT in Indonesia should be solved. Through this analysis, conclusion and some recommendation are presented at the end of this report.

Abstract:. The development of information and communication technology in the digital era has affected behaviors of society, including in the field of education. The development of information and communication technology, commonly referred as ICT (Information and Communication of Technology) it is currently increasingly encouraging efforts to adapt for using technology in teaching and learning process, with such conditions, making the lecturers / teachers are required to be able to use technology well without abandoning their communication skills as lecturers in learning process. This situation was also created due to the process of industrial revolution in various sectors of life so that transformed the world of education, including changing the process of forming and maintening relationships between lecturers and students. In this study, researchers will conduct this research to students of generation Z from the field of science-social science that generally covers the fields of communication, management, and applied science. Researchers conducted research on socio-science students because students from the scientific family had a tendency to use the right brain predominantly in their daily activities and researchers would also use the approach through a literature review of the Rhetorical Theory carried out by Aristotle and the use of Rhetoric on lecturers in digital era. By doing this research, researchers will try to change the communication process to lecturers to students of Z generation in the digital era. Keyword: Communication, Aristotelian Rethoric, Digital Era

The study examined Institutional and Societal Challenges in the Utilization of Information and Communication Technology (ICT) for transformation of Senior Secondary Education in Rivers State. Three research questions and hypotheses guided the study. Descriptive survey design was adopted with a population of 6859 teachers and principals in public senior secondary schools in Rivers State. The sample of the study was 823 which represents 12% of the entire population. A 4-point Likert scale self-structured questionnaire titled Societal and Institutional Challenges to the Utilization of Information and Technology for Secondary Education Questionnaire (SICUICTQ) was used for the study. The instrument which was made up of 30 items had its face and the content validity determined by three experts from the Department of measurement and evaluations while the reliability of the instrument was estimated to be 0.89 using Cronbach alpha coefficient. The data collected were analyzed using mean and standard deviation to answer all research questions while the z test was used to test the hypothesis at 0.05 level significance. A criterion mean of 2.50 was used as the cut-off mean. Any mean greater than 2.50 was regarded as high extent while mean less than 2.50 was low extent. Findings of the study revealed that the availability of ICT facilities in secondary schools was to a low extent, ICT utilization was to a low extent due to lack of training, funding and that funding challenges affect the utilization of ICT for secondary Education Transformation in Rivers State to a high extent. The study recommended amongst others that for the transformation of the secondary educational system, the government and stakeholders of secondary education should provide ICT facilities in schools as well as look into the challenges of utilizing ICT for enhanced utilization of ICT for secondary education transformation.

<p>The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore important to study what perceptions Indonesian English teachers have of this requirement and how their perceptions are reflected in their teaching practices. Learner autonomy may be perceived differently by Indonesian teachers as traditionally this concept has been applied in Western countries whose teaching traditions differ from those of non-Western countries. The research site is a tourist area where Indonesian students may have access to English users and authentic English language materials unlike other regions in Indonesia. This context prompted me to investigate how teachers perceived and used these local English language resources to facilitate their students’ English language learning and autonomy development. This study used S. Borg and Al-Busaidi’s (2012a) survey instrument within an explanatory sequential mixed-method design to investigate 145 junior high school teachers’ perceptions of developing learner autonomy. The second phase was a multiple-case study of nine English teachers in Magelang Regency, Central Java, Indonesia. The findings from the survey and the thematic analysis show that in general Indonesian teachers had positive perceptions about learner autonomy and its development. These teachers’ willingness to introduce the concept of autonomy suggests that there were no perceived cultural barriers to adopting this Western concept in Indonesia. However, the teachers did not share a common understanding of autonomy which may have affected the way they applied the curriculum. Teachers displayed complex underlying beliefs about the importance of autonomy and also about the different supports and constraints offered by their teaching contexts. These included different levels of experience in managing classrooms which appeared to result in varying levels of effectiveness in implementing learner autonomy. This study reveals a complex interrelationship among teachers’ beliefs, practices, and contextual factors in which teaching experience played an important role. Positive beliefs about learner autonomy did not always result in good practice. Conversely, lack of facilities did not always undermine the practice of developing learner autonomy provided teacher belief in it was strong. Classroom management skills appeared to exert significant influence on developing autonomy in practice, as without these skills, teachers’ efforts to facilitate autonomous language learning seemed to result in teachers’ losing control of the classroom. These findings signal the importance of assisting teachers to develop the classroom management skills necessary for autonomous language learning. Some tensions among teachers’ practices also emerged in this study. The new curriculum, like its (2006) predecessor, required that learning contexts should be extended outside the classroom, but the use of authentic local learning resources was still limited by many teachers’ understanding of the new requirements of the 2013 curriculum. The participant teachers were also coming to terms with the new, government-mandated textbooks. This heavy reliance on textbooks suggested that their primary focus continued to be on preparing students for the examinations, which were still the primary means for assessing student achievement. Teachers also seemed uncertain about how the use of Information and Communication Technology (ICT) facilitated autonomy development, how to assess students’ learning, and how to play new and unfamiliar facilitation roles in the classroom. In addition, not all teachers had participated in professional development to prepare them for curriculum implementation, and not all schools had received the required government textbooks. These findings suggest that there was a rush towards curriculum implementation in Indonesia in 2013. This study also shows that access to local learning resources such as tourist sites in Magelang Regency did not necessarily facilitate autonomy development. Some teachers had taken students to the temple in the past but some perceived that the new curriculum and other new challenges inhibited them from continuing this practice. These constraints outweighed teachers’ positive perceptions about the use of those local resources. This study contributes to the study of English Language Teaching (ELT) in an English as a Foreign Language (EFL) context as it provides insights into how teachers begin to implement a new curriculum requirement to develop student autonomy and / or use authentic learning resources in the local area as resources for autonomy development. This study highlights subtle differences in the individual systems of teachers’ beliefs about learner autonomy and uses complexity theory to analyse how these beliefs interacted with the local environment to contribute to the various degrees of success in promoting learner autonomy.</p>

<p>The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore important to study what perceptions Indonesian English teachers have of this requirement and how their perceptions are reflected in their teaching practices. Learner autonomy may be perceived differently by Indonesian teachers as traditionally this concept has been applied in Western countries whose teaching traditions differ from those of non-Western countries. The research site is a tourist area where Indonesian students may have access to English users and authentic English language materials unlike other regions in Indonesia. This context prompted me to investigate how teachers perceived and used these local English language resources to facilitate their students’ English language learning and autonomy development. This study used S. Borg and Al-Busaidi’s (2012a) survey instrument within an explanatory sequential mixed-method design to investigate 145 junior high school teachers’ perceptions of developing learner autonomy. The second phase was a multiple-case study of nine English teachers in Magelang Regency, Central Java, Indonesia. The findings from the survey and the thematic analysis show that in general Indonesian teachers had positive perceptions about learner autonomy and its development. These teachers’ willingness to introduce the concept of autonomy suggests that there were no perceived cultural barriers to adopting this Western concept in Indonesia. However, the teachers did not share a common understanding of autonomy which may have affected the way they applied the curriculum. Teachers displayed complex underlying beliefs about the importance of autonomy and also about the different supports and constraints offered by their teaching contexts. These included different levels of experience in managing classrooms which appeared to result in varying levels of effectiveness in implementing learner autonomy. This study reveals a complex interrelationship among teachers’ beliefs, practices, and contextual factors in which teaching experience played an important role. Positive beliefs about learner autonomy did not always result in good practice. Conversely, lack of facilities did not always undermine the practice of developing learner autonomy provided teacher belief in it was strong. Classroom management skills appeared to exert significant influence on developing autonomy in practice, as without these skills, teachers’ efforts to facilitate autonomous language learning seemed to result in teachers’ losing control of the classroom. These findings signal the importance of assisting teachers to develop the classroom management skills necessary for autonomous language learning. Some tensions among teachers’ practices also emerged in this study. The new curriculum, like its (2006) predecessor, required that learning contexts should be extended outside the classroom, but the use of authentic local learning resources was still limited by many teachers’ understanding of the new requirements of the 2013 curriculum. The participant teachers were also coming to terms with the new, government-mandated textbooks. This heavy reliance on textbooks suggested that their primary focus continued to be on preparing students for the examinations, which were still the primary means for assessing student achievement. Teachers also seemed uncertain about how the use of Information and Communication Technology (ICT) facilitated autonomy development, how to assess students’ learning, and how to play new and unfamiliar facilitation roles in the classroom. In addition, not all teachers had participated in professional development to prepare them for curriculum implementation, and not all schools had received the required government textbooks. These findings suggest that there was a rush towards curriculum implementation in Indonesia in 2013. This study also shows that access to local learning resources such as tourist sites in Magelang Regency did not necessarily facilitate autonomy development. Some teachers had taken students to the temple in the past but some perceived that the new curriculum and other new challenges inhibited them from continuing this practice. These constraints outweighed teachers’ positive perceptions about the use of those local resources. This study contributes to the study of English Language Teaching (ELT) in an English as a Foreign Language (EFL) context as it provides insights into how teachers begin to implement a new curriculum requirement to develop student autonomy and / or use authentic learning resources in the local area as resources for autonomy development. This study highlights subtle differences in the individual systems of teachers’ beliefs about learner autonomy and uses complexity theory to analyse how these beliefs interacted with the local environment to contribute to the various degrees of success in promoting learner autonomy.</p>

The paper provides an overview of digital technology integration in education, from computers to other more advanced forms of Information Technology, through which teachers and students use innovative methods in the educational process The schools and universities use a diverse set of Information and Communications Technologies (ICTs) solutions to commu­nicate, create, store, and manage information in any contexts. ICTs have also become intrinsic to the teaching-learning interaction. In this digital era, ICTs are essential for giving students opportunities to learn and apply the re­quired 21st-century skills. ICTs are essential for teachers in performing their role of maker of pedagogical environments. The advantage of ICTs in edu­cation is that students can learn from extracurricular materials. ICTs devel­op higher-order thinking and reasoning skills. By integrating ICTs into education, students become more interested in learning, thanks to new technologies that make learning amusing and cre­ative, improving learning in many ways. ICTs encourage collaboration when students work as a team and improve communication skills when students discuss and study together. In this paper, one proposes a new teaching-learning methodology based on ICTs. This methodology consists of the transmission in advance to the students of the course support to inform them about the topics to be ad­dressed. At the time provided for the respective lecture, one will present to the students the course support using the video projector, and one will com­ment/analyze the content of the course, bringing clarifications and addi­tions. This educational approach combines digital components on-line with face-to-face learning instruction. With the proposed methodology one can plan such courses to increase motivation, provide more feedback and help students learn on their own. ICTs help the teacher to present his teaching attractively.

Today's supply chains are becoming more competitive, complex, costly, risky and unpredictable. Usage of Information and Communications Technology (ICT), digital technology, and big data analysis develops traditional supply chains into smarter supply chains and enable effective management of future challenges in digital era. These technologies of digital era are found to achieve the basic objectives of supply chain such as, faster, cheaper and better product availability and customer reach. The digital era consists of Internet of Things (IoT), Big Data and Analytics, Interconnectivity of digital devises and it requires advanced technologies to capture, collect, store, analyze and interpret huge information. The IoT is a network of hardware, software, devices, databases, objects, sensors, and systems, all working at the service of humanity. With IoT smart devices, supply chain firms would be able to reduce the information acquisition costs. The current evolution of big data in the digital era and an appropriate analysis of this data would provide a huge benefit in terms of positive outcomes in supply chain for companies which utilize and implement them during the next decade. The data driven revolution is going to sweep the way the future business is done and the way supply chain is managed. Big data analytics (BDA), known as `supply chain analytics' in supply chain management can help firms gain competitive advantage and achieve the status of `Smart Supply Chain'. Supply chain management in Digital Era is influenced through the analysis of wide range of data available in supply chain through various sources such as i) Product Design, ii) Supply Chain Design, iii) Sourcing, iv) Production, v) Warehousing, vi) Transportation, vii) Point-of-Sale to viii) Consumer. Supply chains will be operated in a more networked manner than they are today in the digital era. Organizations need to develop new collaborative models and scalable approaches for managing their supply chains more effectively in the digital era. Digital marketplaces and data cleanroom will enable the data transparency and smooth coordination with strategic supply chain partners. Organizations need to achieve new competitive capabilities like visibility, real-time response and digitization in the digital era in supply chain management. Though some leading companies have already commenced to modify their customer value propositions, and attempting to transform their supply chain operations using digital technologies, consensus has not yet evolved among researchers on what strategies to be adopted by the organizations to achieve supply chain related competitive advantage in the digital era. Therefore, there is a need to study the future strategies of supply chain to be adopted by business organizations to achieve positive outcomes in the digital era. This paper attempts to fill this gap in the body of knowledge by developing a framework of supply chain strategies and their enablers in digital era. It would aid organizations in redesigning their supply chain strategies to achieve supply chain related competitive advantage.

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Objective: This article aims to examine whether the exports of information and communication technology (ICT) services are complementary to trade in ICT goods and overall merchandise exports. Research Design & Methods: We used panel regression models (log-log specification, Driscoll-Kraay robust standard errors accounting for cross-sectional dependence, heteroscedasticity, and serial correlation) to explore how the ICT service exports depend on trade in ICT goods (both exports and imports) and total merchandises exports. The research sample covered data for 37 developed economies over the 1998-2017 period. Findings: The results show that both the exports and the imports of ICT goods are complementary to the exports of ICT services. We also identified complementarity between total merchandise exports and ICT service exports. Moreover, global demand for services and broadband digital connectivity have been proven to be significant determinants of ICT service exports. Implications & Recommendations: The detected dependencies imply that in the digital era, export-promoting policies should not treat trade in goods and trade in ICT services separately. Moreover, policymakers should consider factors such as broadband digital connectivity and world demand as important drivers of ICT service exports. Contribution & Value Added: This study provides new evidence on determinants of one of the most rapidly growing export categories, i.e. the exports of ICT services. We identified three sources of potential complementarities arising in the digital era between trade in goods and services. Moreover, while most researchers examined the role of traditional internet, we tested our models for broadband connectivity as a determinant of ICT service exports.

Profiling Self-Regulated Learning and ICT Utilization among Chemistry Education Students in the Digital Era. In the digital era, chemistry education faces dual challenges: fostering students’ self-regulated learning (SRL) while optimizing the use of information and communication technology (ICT). This study aims to profile the levels of SRL and the extent of ICT utilization among chemistry education students, providing insights into how both aspects intersect in supporting academic success. A descriptive quantitative design was employed, involving 26 third-year chemistry education students at Universitas Negeri Makassar. Data were collected through two instruments: an SRL questionnaire covering dimensions of goal setting, planning, time management, learning strategies, self-monitoring, motivation, and self-reflection, and an ICT utilization questionnaire addressing access to digital resources, use of learning applications, participation in online discussions, digital collaboration, and creativity in ICT-supported chemistry learning. Responses were analyzed using descriptive statistics and thematic analysis of open-ended items. The results revealed that students’ SRL abilities ranged from moderate to high, with notable strengths in goal setting, planning, and reflection, but persistent challenges in time management and independent study. In contrast, ICT utilization was consistently high across all dimensions, showing strong reliance on digital resources and collaborative tools. A comparative analysis indicated that students rely more on external ICT support than on internal self-regulatory strategies. The study concludes that while ICT integration in learning is robust, strengthening SRL remains essential to balance technology use with sustainable learning autonomy. These findings suggest the need for instructional designs that deliberately embed SRL-enhancing components into ICT-based learning, aligning with the demands of the digital era and the pursuit of quality education