Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia

Research Article

Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia

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  • @INPROCEEDINGS{10.4108/eai.6-3-2021.2305971,
        author={Farid  Mutohhari and Herminarto  Sofyan and Muhammad  Nurtanto},
        title={Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia},
        proceedings={Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE  2021, March 6th 2021, Jakarta, Indonesia},
        publisher={EAI},
        proceedings_a={ICLSSEE},
        year={2021},
        month={5},
        keywords={industrial revolution 40; technology acceptance level; digital technology; vocational teachers},
        doi={10.4108/eai.6-3-2021.2305971}
    }
    
  • Farid Mutohhari
    Herminarto Sofyan
    Muhammad Nurtanto
    Year: 2021
    Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia
    ICLSSEE
    EAI
    DOI: 10.4108/eai.6-3-2021.2305971
Farid Mutohhari1,*, Herminarto Sofyan1, Muhammad Nurtanto2
  • 1: Postgraduate Program of Technology and Vocational Education, Yogyakarta State University
  • 2: Department of Mechanical Engineering Education, Faculty of Mechanical Engineering Education, Universitas Sultan Ageng Tirtayasa
*Contact email: faridmutohhari.2020@student.uny.ac.id

Abstract

Changes in the flow of globalization are influenced by the presence of the Industrial Revolution 4.0, including the role of digital technology (DT) in the education sector, namely cyber technology-based learning. The main challenge for vocational teachers is the mastery of skills in learning using DT. The acceptance of DT is categorized into five clusters, namely awareness, literacy, capability, creativity, and criticism adapted from Pavlova's. The study was conducted to measure the level of ability of productive class vocational teachers. The study approach used quantitative with descriptive statistical analysis. A total of 50 productive classroom teachers in Yogyakarta were involved in filling out a questionnaire that had been tested and validated by content, experts, and calculation of product-moment correlation. The results of the study show (1) technological awareness 83.08%; (2) technological literacy 66.32%; (3) technological capability of 39.28%; (4) technological creativity of 21.92%; and (5) technological criticism at 20.84%. The use of DT is clearly in the low category and shows the capacity of vocational teachers needs to be improved. Training programs, self-development, and motivation are important factors in improving digital technology skills.