Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

an Open Access Journal

SINTA

1.6519

Impact

GScholar

16

H-Index

Journal Evaluation in Education (JEE)

an Open Access Journal

Evaluation of Digital Literacy and Training in Shaping Self-Efficacy towards Teachers' Digital Competence in High Schools

Amilusholihah Amilusholihah ORCID
Indonesia University of Education ROR
Indonesia
amilusholihah@upi.edu
Nani Sutarni ORCID
Indonesia University of Education ROR
Indonesia
Nugraha Nugraha ORCID
Indonesia University of Education ROR
Indonesia
Endang Supardi
Indonesia University of Education ROR
Indonesia
Susanti Kurniawati ORCID
Indonesia University of Education ROR
Indonesia
Share

  • Purpose of the study: This study aims to evaluate the role of digital literacy and training in shaping teachers' self-efficacy and in contributing to the development of digital competencies among high school teachers.

    Methodology: A quantitative research design was used, employing a correlational survey. Data were collected from 100 high school teachers in East Java through an online questionnaire. Structural Equation Modeling (SEM) analysis was performed using SmartPLS 4.0 software to evaluate measurement validity, structural paths, and mediation effects.

    Main Findings: Digital literacy, training, and self-efficacy have a significant, positive influence on teachers' digital competence. Both digital literacy and training also significantly influence teachers' self-efficacy, although the influence is relatively small. In addition, self-efficacy partially mediates the relationship between digital literacy and training in digital competence, underscoring its strategic role in improving teachers' ability to integrate technology into education.

    Novelty/Originality of this study: This study offers a new perspective by identifying self-efficacy as a psychological bridge between external support (training) and internal competency development. It enriches current knowledge by integrating personal belief systems into the digital competency framework and provides practical implications for designing more effective teacher professional development programs.

  • How to cite

    [1]
    “Evaluation of Digital Literacy and Training in Shaping Self-Efficacy towards Teachers’ Digital Competence in High Schools”, Jor. Eva. Edu, vol. 6, no. 4, pp. 1247–1257, Oct. 2025, doi: 10.37251/jee.v6i4.1983.

    More Citation Formats

  • 536
    Abstract views
    198
    Downloads

    Metrics — Badges

    1. C. Wang, X. Chen, T. Yu, Y. Liu, and Y. Jing, “Education reform and change driven by digital technology: a bibliometric study from a global perspective,” Humanit Soc Sci Commun, vol. 11, no. 1, p. 256, Feb. 2024, doi: 10.1057/s41599-024-02717-y. DOI: https://doi.org/10.1057/s41599-024-02717-y
    2. H. H. Yang, R. C. Li, S. K. S. Cheung, and L. F. Kwok, “Unleashing the potentials of flexible education with pedagogical and technological innovations,” Sustainability, vol. 15, no. 20, p. 14915, Oct. 2023, doi: 10.3390/su152014915. DOI: https://doi.org/10.3390/su152014915
    3. D. A. Kurniawan, A. Astalini, D. Darmaji, T. Tanti, and S. Maryani, “Innovative learning: Gender perception of e-module linear equations in mathematics and physics,” Indonesian Journal on Learning and Advanced Education (IJOLAE), vol. 4, no. 2, pp, 92-106, 2022, doi: 10.23917/ijolae.v4i2.16610. DOI: https://doi.org/10.23917/ijolae.v4i2.16610
    4. T. Tanti, A. Astalini, D. A. Kurniawan, D. Darmaji, T. O. Puspitasari, and I. Wardhana, “Attitude for physics: The condition of high school students,” Jurnal Pendidikan Fisika Indonesia, vol. 17, no. 2, pp. 126-132, 2021, doi: 10.15294/jpfi.v17i2.18919. DOI: https://doi.org/10.15294/jpfi.v17i2.18919
    5. G. Kiryakova and D. Kozhuharova, “The digital competences necessary for the successful pedagogical practice of teachers in the digital age,” Educ Sci (Basel), vol. 14, no. 5, p. 507, May 2024, doi: 10.3390/educsci14050507. DOI: https://doi.org/10.3390/educsci14050507
    6. UNESCO, “A global framework of reference on digital literacy skills for indicator 4.4.2,” 2018. [Online]. Available: http://www.uis.unesco.org
    7. M. Muktiarni, A. Ana, V. Dwiyanti, A. R. Sari, and J. Mupita, “Digital transformation trends in vocational education in Indonesia during the COVID-19 pandemic,” Journal of Technical Education and Training, vol. 13, no. 3, Sep. 2021, doi: 10.30880/jtet.2021.13.03.018. DOI: https://doi.org/10.30880/jtet.2021.13.03.018
    8. T. M. Lim and M. M. Yunus, “Teachers’ perception towards the use of quizizz in the teaching and learning of English: A systematic review,” Sustainability, vol. 13, no. 11, p. 6436, Jun. 2021, doi: 10.3390/su13116436. DOI: https://doi.org/10.3390/su13116436
    9. C. B. Mpungose, “Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus,” African Identities, vol. 21, no. 2, pp. 266–282, Apr. 2023, doi: 10.1080/14725843.2021.1902268. DOI: https://doi.org/10.1080/14725843.2021.1902268
    10. F. M. Alshammary and W. S. Alhalafawy, “Digital platforms and the improvement of learning outcomes: Evidence extracted from Meta-Analysis,” Sustainability, vol. 15, no. 2, p. 1305, Jan. 2023, doi: 10.3390/su15021305. DOI: https://doi.org/10.3390/su15021305
    11. A. Nuryatin, A. Rokhmansyah, A. M. Hawa, I. Rahmayanti, and B. A. Nugroho, “Google classroom as an online learning media for Indonesian language learning during COVID-19 pandemic,” Journal of Language Teaching and Research, vol. 14, no. 1, pp. 255–262, Jan. 2023, doi: 10.17507/jltr.1401.27. DOI: https://doi.org/10.17507/jltr.1401.27
    12. Kemkomdigi, “Indeks Masyarakat Digital Indonesia (IMDI) Tahun 2022-2023 [Indonesian Digital Society Index (IMDI) 2022-2023],” Kementerian Komunikasi dan Digital, Indonesia, 2023.
    13. Antaranews, “Indonesia’s digital literacy index climbed to 3.54 in 2022,” 2022. Accessed: Jun. 11, 2025. [Online]. Available: https://en.antaranews.com/news/271443/indonesias-digital-literacy-index-climbed-to-354-in-2022?utm
    14. Liputan 6, “Kemendikbud Sebut 60 Persen Guru Masih Terbatas Menguasai Teknologi Informasi,” 2021. Accessed: Jun. 11, 2025. [Online]. Available: https://www.liputan6.com/news/read/4533328/kemendikbud-sebut-60-persen-guru-masih-terbatas-menguasai-teknologi-informasi?utm
    15. T. Tanti, D. Deliza, and S. Hartina, “The effectiveness of using smartphones as mobile-mini labs in improving students’ beliefs in physics,” JIPF (Jurnal Ilmu Pendidikan Fisika), vol. 9, no. 3, pp. 387-394, 2024, doi: 10.26737/jipf.v9i3.5185. DOI: https://doi.org/10.26737/jipf.v9i3.5185
    16. T. Tanti, W. Utami, D. Deliza, and M. Jahanifar, “Investigation in vocation high school for attitude and motivation students in learning physics subject”, Jor. Eva. Edu, vol. 6, no. 2, pp. 479-490, 2025, doi: 10.37251/jee.v6i2.1452. DOI: https://doi.org/10.37251/jee.v6i2.1452
    17. A. Cosby, E. S. Fogarty, and J. Manning, “Digital Literacy and Digital Self-Efficacy of Australian Technology Teachers,” Educ Sci (Basel), vol. 13, no. 5, p. 530, May 2023, doi: 10.3390/educsci13050530. DOI: https://doi.org/10.3390/educsci13050530
    18. R. M. Sari, T. M. Sahudra, F. Urfan, and R. Ridhwan, “Penguatan kompetensi implementasi kurikulum merdeka melalui pelatihan teknologi digital berbasis website terintegrasi pada guru [Strengthening the competency of implementing the independent curriculum through integrated website-based digital technology training for teachers.],” Bubungan Tinggi: Jurnal Pengabdian Masyarakat, vol. 6, no. 1, p. 90, Feb. 2024, doi: 10.20527/btjpm.v6i1.9791. DOI: https://doi.org/10.20527/btjpm.v6i1.9791
    19. Y. Hulu, “Problematika guru dalam pengembangan teknologi dan media pembelajaran [Teacher problems in developing learning technology and media],” ANTHOR: Education and Learning Journal, vol. 2, no. 6, pp. 840–846, Dec. 2023, doi: 10.31004/anthor.v2i6.285. DOI: https://doi.org/10.31004/anthor.v2i6.285
    20. S. Dharma, “Pengaruh literasi digital guru terhadap pelaksanaan pembelajaran daring pada sekolah menengah kejuruan di Kabupaten Gowa [The influence of teachers' digital literacy on the implementation of online learning in vocational high schools in Gowa Regency],” Epistema, vol. 5, no. 1, pp. 31–41, Jun. 2024, doi: 10.21831/ep.v5i1.66091. DOI: https://doi.org/10.21831/ep.v5i1.66091
    21. Z. A. Rahayu, I. Dwijayanti, and S. Sumarno, “Implementasi literasi digital guru berbasis sekolah [Implementation of school-based teacher digital literacy],” Wawasan Pendidikan, vol. 4, no. 2, pp. 398–407, Aug. 2024, doi: 10.26877/jwp.v4i2.18056. DOI: https://doi.org/10.26877/jwp.v4i2.18056
    22. T. Tanti, D. Darmaji, A. Astalini, D. A. Kurniawan, and M. Iqbal, “Analysis of user responses to the application of web-based assessment on character assessment,” Journal of education technology, vol. 5, no. 3, pp. 356-364, 2021, doi: 10.23887/jet.v5i3.33590. DOI: https://doi.org/10.23887/jet.v5i3.33590
    23. S. Woodcock and N. Tournaki, “Bandura’s Triadic Reciprocal Determinism model and teacher self-efficacy scales: a revisit,” Teacher Development, vol. 27, no. 1, pp. 75–91, Jan. 2023, doi: 10.1080/13664530.2022.2150285. DOI: https://doi.org/10.1080/13664530.2022.2150285
    24. J. García-Martín, R. Rico, and S. García-Martín, “The perceived Self-Efficacy of teachers in the use of digital tools during the COVID-19 pandemic: A comparative study between Spain and the United States,” Behavioral Sciences, vol. 13, no. 3, p. 213, Mar. 2023, doi: 10.3390/bs13030213. DOI: https://doi.org/10.3390/bs13030213
    25. C. G. DeYoung and R. F. Krueger, “A cybernetic theory of psychopathology,” Psychol Inq, vol. 29, no. 3, pp. 117–138, Jul. 2018, doi: 10.1080/1047840X.2018.1513680. DOI: https://doi.org/10.1080/1047840X.2018.1513680
    26. X. Hu, W. Xu, Z. Wan, M. Liu, and W. Xu, “Bridging Self-Efficacy and digital competence: A comprehensive Scoping review of teachers’ readiness for the digital age,” Sage Open, vol. 15, no. 3, Jan. 2025, doi: 10.1177/21582440251363716. DOI: https://doi.org/10.1177/21582440251363716
    27. A. Amilusholihah, S. Kurniawati, A. Liubana, and N. Sutarni, “Secondary school teachers’ formative assessment competencies in the digital environment: A systematic review,” Pertanika Proceeding, vol. 1, no. 2, Mar. 2025, doi: 10.47836/pp.1.2.002. DOI: https://doi.org/10.47836/pp.1.2.002
    28. UNESCO, “UNESCO ICT Competency Framework for Teachers.” Accessed: May 16, 2025. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000265721
    29. J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 5th ed. SAGE Publications, 2018.
    30. L. R. Aiken, “Three coefficients for analyzing the reliability and validity of ratings,” Educ Psychol Meas, vol. 45, no. 1, pp. 131–142, 1985. DOI: https://doi.org/10.1177/0013164485451012
    31. J. F. Hair, G. T. M. Hult, C. M. Ringle, M. Sarstedt, N. P. Danks, and S. Ray, Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Cham: Springer International Publishing, 2021. doi: 10.1007/978-3-030-80519-7. DOI: https://doi.org/10.1007/978-3-030-80519-7
    32. P. N. Sharma, B. D. Liengaard, J. F. Hair, M. Sarstedt, and C. M. Ringle, “Predictive model assessment and selection in composite-based modeling using PLS-SEM: extensions and guidelines for using CVPAT,” Eur J Mark, vol. 57, no. 6, pp. 1662–1677, May 2023, doi: 10.1108/EJM-08-2020-0636. DOI: https://doi.org/10.1108/EJM-08-2020-0636
    33. C. Fornell and D. F. Larcker, “Evaluating structural equation models with unobservable variables and measurement error,” Journal of Marketing Research, vol. 18, no. 1, pp. 39–50, Feb. 1981, doi: 10.1177/002224378101800104. DOI: https://doi.org/10.1177/002224378101800104
    34. G. Shmueli, S. Ray, J. M. Velasquez Estrada, and S. B. Chatla, “The elephant in the room: Predictive performance of PLS models,” J Bus Res, vol. 69, no. 10, pp. 4552–4564, 2016, doi: 10.1016/j.jbusres.2016.03.049. DOI: https://doi.org/10.1016/j.jbusres.2016.03.049
    35. M. Temirkhanova, G. Abildinova, and C. Karaca, “Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan,” Front Educ (Lausanne), vol. 9, Oct. 2024, doi: 10.3389/feduc.2024.1408512. DOI: https://doi.org/10.3389/feduc.2024.1408512
    36. E. Rosliani, “Digital Literacy, Organizational Support, and Learning Community in Independent Teaching Platform towards Teacher Performance,” Journal of Ecohumanism, vol. 3, no. 4, pp. 2138–2142, Aug. 2024, doi: 10.62754/joe.v3i4.3716. DOI: https://doi.org/10.62754/joe.v3i4.3716
    37. A. Çebi, T. Bahçekapılı Özdemir, İ. Reisoğlu, and C. Çolak, “From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding,” Int J Educ Res, vol. 113, p. 101965, 2022, doi: 10.1016/j.ijer.2022.101965. DOI: https://doi.org/10.1016/j.ijer.2022.101965
    38. T. Shumeiko, V. Bezhina, A. Zhiyenbayeva, N. Bozhevolnaya, and N. Zubko, “Improving the readiness of teachers for using distance technologies in supplementary technical education: A case study in Kazakhstan,” International Journal of Innovative Research and Scientific Studies, vol. 7, no. 1, pp. 92–106, Jan. 2024, doi: 10.53894/ijirss.v7i1.2506. DOI: https://doi.org/10.53894/ijirss.v7i1.2506
    39. S. Ahmmed, J. Saha, and M. A. Tamal, “Effectiveness of Need-Based teacher’s training program to enhance online teaching quality,” Educ Res Int, vol. 2022, pp. 1–13, Oct. 2022, doi: 10.1155/2022/4118267. DOI: https://doi.org/10.1155/2022/4118267
    40. A. Hershkovitz, E. Daniel, Y. Klein, and M. Shacham, “Technology integration in emergency remote teaching: Teachers’ self-efficacy and sense of success,” Educ Inf Technol (Dordr), vol. 28, no. 10, pp. 12433–12464, Oct. 2023, doi: 10.1007/s10639-023-11688-7. DOI: https://doi.org/10.1007/s10639-023-11688-7
    41. V. Skrbinjek, M. Vičič Krabonja, B. Aberšek, and A. Flogie, “Enhancing teachers’ creativity with an innovative training model and knowledge management,” Educ Sci (Basel), vol. 14, no. 12, p. 1381, Dec. 2024, doi: 10.3390/educsci14121381. DOI: https://doi.org/10.3390/educsci14121381
    42. Z. Wang and Z. Chu, “Examination of higher education teachers’ self-perception of digital competence, self-efficacy, and facilitating conditions: An empirical study in the context of China,” Sustainability, vol. 15, no. 14, p. 10945, Jul. 2023, doi: 10.3390/su151410945. DOI: https://doi.org/10.3390/su151410945
    43. J. Paetsch, S. Franz, and I. Wolter, “Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure,” Teach Teach Educ, vol. 135, p. 104318, Dec. 2023, doi: 10.1016/j.tate.2023.104318. DOI: https://doi.org/10.1016/j.tate.2023.104318
    44. I. Kennedy and J. Cronjé, “The Dynamics of Access to ICT and Technology Practices of Secondary School Teachers,” Electronic Journal of e-Learning, vol. 21, no. 3, pp. 200–210, Aug. 2023, doi: 10.34190/ejel.21.3.2999. DOI: https://doi.org/10.34190/ejel.21.3.2999
    45. Ş. Orakcı, D. Yüreğilli Göksu, and S. Karagöz, “A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching,” Front Psychol, vol. 13, Jan. 2023, doi: 10.3389/fpsyg.2022.1035829. DOI: https://doi.org/10.3389/fpsyg.2022.1035829
    46. A. Diamah et al., “Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge,” Front Educ (Lausanne), vol. 7, Aug. 2022, doi: 10.3389/feduc.2022.897447. DOI: https://doi.org/10.3389/feduc.2022.897447
    47. S. Getenet, C. Haeusler, P. Redmond, R. Cantle, and V. Crouch, “First-year preservice teachers’ understanding of digital technologies and their digital literacy, efficacy, attitude, and online learning engagement: Implication for course design,” Technology, Knowledge and Learning, vol. 29, no. 3, pp. 1359–1383, Sep. 2024, doi: 10.1007/s10758-023-09724-z. DOI: https://doi.org/10.1007/s10758-023-09724-z
    48. O. Clipa, C.-S. Delibas, and L. Mâță, “Teachers’ Self-Efficacy and attitudes towards the use of information technology in classrooms,” Educ Sci (Basel), vol. 13, no. 10, p. 1001, Oct. 2023, doi: 10.3390/educsci13101001. DOI: https://doi.org/10.3390/educsci13101001
    49. S. N. Ismail, M. N. Omar, and A. Raman, “The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use,” International Journal of Evaluation and Research in Education (IJERE), vol. 10, no. 3, p. 878, Sep. 2021, doi: 10.11591/ijere.v10i3.21816. DOI: https://doi.org/10.11591/ijere.v10i3.21816
    50. M. Ghazali et al., “Predicting teacher’s information and communication Technology-Enabled education for sustainability Self-Efficacy,” Sustainability, vol. 16, no. 13, p. 5323, Jun. 2024, doi: 10.3390/su16135323. DOI: https://doi.org/10.3390/su16135323