Halimatus Sakdiah, Ratna Unaida, Ali Akbar

Analysis of Teacher Pedagogical Competencies Using Digital Technology in Learning

Introduction

Analysis of teacher pedagogical competencies using digital technology in learning . Analyze teacher pedagogical competencies in integrating digital technology for effective learning. Research reveals high competence among professional teachers and popular video media use.

Abstract

Current technological developments expect teachers to be able to integrate digital technology into the learning process to improve the effectiveness and quality of education. This study aims to analyze the use of digital technology in learning. This research method is Descriptive and Quantitative use a questionnaire as an instrument. The population of this study was professional teacher education students at Malikussaleh University who were teachers as many 400 people drawn as a random sample. The study results showed that the pedagogical competence of prospective professional teachers was in the very high category in 91.352%, as many 30.83% of respondents chose to use video media as their teaching.

Review

This study addresses a highly pertinent and timely topic concerning the integration of digital technology into teaching practices and its relationship with teacher pedagogical competencies. The stated aim to analyze the use of digital technology in learning, particularly among professional teacher education students, is clear and relevant given the rapid advancements in educational technology. The chosen methodology, descriptive and quantitative using a questionnaire, is appropriate for an initial assessment of self-reported competencies and technology use. However, the abstract's brevity leaves some initial questions regarding the specific dimensions of pedagogical competence being investigated and the breadth of "digital technology" considered beyond the specific mention of video media. While the quantitative approach employing a questionnaire from a substantial random sample of 400 professional teacher education students at Malikussaleh University offers a robust data collection strategy, more detail regarding the instrument's design and validation would strengthen confidence in the findings. Specifically, it would be beneficial to understand how "pedagogical competence" was operationalized and measured, and the criteria for classifying it into a "very high category." Furthermore, the abstract highlights a specific finding that 30.83% of respondents use video media, which is interesting but prompts inquiry into the use of other digital tools and technologies, and whether this preference correlates with the overall high competence reported. The precise percentage (91.352%) for a categorical finding also feels somewhat out of place in an abstract summary, typically indicating a general trend. The finding that pedagogical competence is in the "very high category" among prospective professional teachers is a significant result, suggesting a strong foundation in this cohort for effective technology integration. This outcome has important implications for curriculum design in teacher education and professional development programs, potentially allowing educators to build upon existing strengths rather than focusing solely on remedial training. The specific finding regarding video media preference could guide further research into the efficacy and contextual factors influencing the adoption of various digital tools. Future studies could explore the *impact* of this high competence on actual classroom performance and student learning outcomes, perhaps through observational methods, and investigate the factors contributing to the preference for specific digital tools like video media. Additionally, comparing these findings with other institutions or regions could provide valuable comparative insights.

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