The Profile of Basic Computer Skills of Elementery School Teacher’s

in Ternate City

Ade Haerullah

and Pamuti

Biology Education Study Program, Khairun University, Kota Ternate, Maluku Utara-Indonesia

Primary School Teacher Education Study Program, Khairun University, Kota Ternate, Maluku Utara-Indonesia

Keywords: ICT Literacy, Industrial revolution, Primary school teacher.

Abstract: Knowledge of technological developments and understanding and application of technology are very

important in this era. Teachers as the main actors in the process of education in schools need to get more

attention through systematic training and education activities in the mastery of Information Technology and

Computers (ICT). This study aims to get preliminary information about IT Literacy perceptions and

knowledge of elementary school teachers throughout Ternate City, as well as obtain elementary knowledge

profiles of elementary teachers regarding IT literacy. This study uses survey research methods with a

quantitative approach. Data collection techniques used are by distributing questionnaires and conducting

interviews on predetermined samples in 25 schools with teacher samples at each school determined

randomly. Data analysis is calculated based on the number of checklists filled in by the respondent, then

percentage to determine the level of perception of each teacher. The results showed that the highest ability

of teachers in operating Microsoft Office was in primary schools in the central and northern areas of Ternate

City, namely 58% and 50% respectively. While the average IT ability of supporting elementary school

teachers has not met the standard, which is <50%. The basic IT literacy skills of teachers are also still low,

at 56%. Researcher's recommendation is the need for IT training for elementary school teachers in the 4

districts of Ternate city, and ongoing mentoring so that the learning process becomes quality and student

learning outcomes increase.

1 INTRODUCTION

The industrial revolution has brought many changes

in the lives of mankind. This is marked by changes

in the way of work that begins with changes in

mindset and changes in human skills as the driving

force of the industrial revolution. Changes in

perspective and ways of working are changing

gradually from the first industrial revolution until

the industrial revolution stage 4 or 4.0.

In the world of education, the era of industrial

revolution 4.0 will change many things, changes in

curriculum and implementation of the curriculum at

the education unit level, namely the teachers as the

spearhead of the success of the curriculum. Teachers

are required to have basic skills related to the era of

industrial revolution 4.0. These skills are not only

about basic literacy in writing, reading and counting,

but important literacy that teachers must also have is

information and communication technology literacy.

Based on Dapodik data in 2018, the total number

of teachers in Ternate City is 2,814. The number of

elementary school teachers in Ternate City is

approximately 1,166 (more than 50% of the total

number of teachers) and the number of elementary

school students in Ternate City is 20,704 students

(dapodik data

http://dapo.dikdasmen.kemdikbud.go.id/ accessed in

April 2018). Teachers who are in the four main sub-

districts of Ternate City are as many as 1058 people,

the rest are scattered in other districts, outside

Ternate Island.

The quantity of teachers is ideally in line with

the quality of the teacher in terms of managing

learning, so that student achievement and learning

outcomes become more improved. Nonetheless,

there are several factors that influence the

professional quality of teachers and one of them is

the ICT skills of teachers who are now no longer just

supporting skills, but have become a necessity in the

current Industrial Revolution 4.0 era.

274

Haerullah, A. and , P.

The Proﬁle of Basic Computer Skills of Elementery School Teacherâ

Zs in Ternate City.

DOI: 10.5220/0008900802740277

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 274-277

ISBN: 978-989-758-439-8

It is not yet clear (in terms of numbers and

authentic data) how and how the ICT skills of

elementary school teachers in Ternate City. From

the experience of managing Teacher Professional

Education and Training (PLPG) activities in offices,

there are still many elementary school teachers and

others who have not mastered well, the basics of

computer operation. When carrying out computer-

based exams (CBT), many teachers find it difficult

to work on problems whose entire system uses

access through a server.

In addition, teachers at the education unit level

are often seen using personal cellphones in the form

of smartphones and tablets, which are limited to

social media. In fact, with the presence of

technology and applications today, it makes it easy

for teachers to manage learning until the

implementation of learning evaluation.

2 METHOD

This study uses survey research methods with a

quantitative approach. Data collection was carried

out through surveys in all elementary schools 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 a

formula from Slovin (Fatimah Saleh & Lim, 2010)

as follows:

N= N/1+Ne

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. The instruments used were

questionnaires about the use of IT and IT knowledge

related to the Industrial Revolution 4.0.

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.

1. The category of each indicator is transferred

to an absolute number as follows:

Table 1: Indicator Category.

No.

Category

Score

Often (more than twice)

Rarely (more than once)

Ever (once time)

Never

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 elementary schools that were sampled was 25

schools / madrasas. Of the 25 schools that took data

using questionnaire and interview instruments, they

were presented in the form of teacher ability profiles

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

had participated in training activities, (2) the ability

to operate Microsoft office, (3) IT support

capabilities, and ( 4) basic IT literacy skills.

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.

The Proﬁle of Basic Computer Skills of Elementery School Teacherâ

Zs in Ternate City

275

IT 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 1: The State of Elementary School Teachers

Related to Whether or not Attended IT Training.

Based on the graph, we can see that the

distribution of teachers participating in IT training is

still very small in 2 sub-districts within Ternate City,

namely schools in Ternate Island and Ternate

Tengah Districts (more than 70% of teachers have

never participated in IT training activities) .

Teachers who were in schools in the areas of Central

and North Ternate, were counted as having

participated in training activities, namely> 50%.

However, this figure is still not ideal. 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.

The ability of teachers to cultivate IT literacy in

the form of searching and browsing the internet, and

making learning online is still very low. There are

still many teachers who do not have a

correspondence address (personal email), and are

actively used. Of the 4 sub-districts that were

sampled, only schools in Ternate Tengah sub-district

were on average familiar with internet terms, and

were able to answer questionnaire questions well,

especially those related to the internet. The ability of

teachers in sampling schools in 3 other sub-districts

is still below 50%. This shows that there are still

many teachers whose learning is conventionally

based. More than 60% of teachers concluded that

they did not have good IT (internet) literacy skills.

However, this figure is still not ideal. IT training is

needed immediately for teachers to support their soft

skills, so that learning becomes meaningful, more

interesting and fun for students.

Based on the analysis of the data displayed in the

zoning distribution system based on the ability of IT

teachers in the four sub-districts of Ternate City, it is

described as follows; (1) Pulau Ternate sub-district

is categorized as red zoning, because there are still

many teachers in the region (73%) do not yet have

qualified IT skills. This needs serious attention from

the regional government (Ternate City National

Education Office) or who are competent to carry out

routine and ongoing activities related to improving

the quality of IT teacher training in the region.

Teachers need to be fostered and accompanied,

trained and given motivation to learn IT so that the

learning process can take place calmly, and the

quality of education can be improved, (2) for the

districts of North Ternate and Middle Ternate,

categorized as potentially warning, if training

programs increase teacher IT quality is not

implemented, (3) for the regions of South Ternate

sub-district, teachers are categorized as having many

IT skills. However, the figures shown are still below

80%, so training needs to be carried out routinely

and ongoing assistance.

Figure 2: The Distribution of IT Capabilities of

Elementary School Teachers in Ternate City.

4 CONCLUSIONS

There are still many teachers in the Ternate sub-

district area who do not yet have qualified IT skills.

This needs serious attention from the regional

government (Ternate City National Education

Office) or who is competent to carry out routine and

ongoing activities related to teacher quality

improvement training.

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

276

There are still many teachers whose learning is

conventionally based. More than 60% of teachers

concluded that they did not have good IT (internet)

literacy skills. IT training is needed immediately for

teachers to support their soft skills, so that learning

becomes meaningful, more interesting and fun for

students.

ACKNOWLEDGEMENTS

Thank you, the researchers conveyed to the Head of

the LPPM Khairun University for his 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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