Ana Latifah, Noor Hudallah, Yeri Sutopo, Samsudin Anis

Enhancing Digital Competence of Vocational School Teachers Through Website-Based Learning Management System (LMS)

Introduction

Enhancing digital competence of vocational school teachers through website-based learning management system (lms). Enhance vocational teachers' digital competence with a website-based LMS. Research shows 93% improvement for efficient blended learning and digital classroom management.

Abstract

The digital competence of teachers is a crucial aspect in supporting the success of technology-based learning implementation. However, at SMK Merdeka Ulujami, issues were found regarding the low use of effective digital media in the learning process, mainly due to limited training and the lack of integrated media. This study aims to develop a website-based Learning Management System (LMS) as a solution to improve the digital competence of teachers. This research is a type of R&D with the development model being ADDIE. The LMS was developed using the WordPress platform and the Tutor LMS plugin, designed to support blended learning. The research was conducted at SMK Merdeka Ulujami with a total of 20 teachers as participants. Normality testing was conducted using the Shapiro-Wilk method, which showed normal results. Data analysis used paired sample t-tests and Normalized Gain. The results showed a significant improvement in the digital competence of teachers after using the LMS, with a Normalized Gain score of 0.93 or 93%, which is categorized as effective. Observations and interviews indicated that the LMS helped teachers manage digital classrooms efficiently and in a structured manner. However, challenges remain, especially with older teachers who are less familiar with software, highlighting the need for continuous support.

Review

The article titled "Enhancing Digital Competence of Vocational School Teachers Through Website-Based Learning Management System (LMS)" addresses a highly pertinent issue in contemporary education: the crucial need for digital competence among teachers, particularly in vocational settings. The study's focus on SMK Merdeka Ulujami to develop and implement a website-based LMS as a solution for improving teacher digital competence is timely and relevant. Given the observed issues of low digital media use and limited integrated training, this research offers a practical and much-needed intervention for fostering technology-based learning. The methodological approach, utilizing an R&D design with the ADDIE model, provides a structured framework for the development and evaluation of the LMS. The choice of WordPress with the Tutor LMS plugin is a pragmatic and accessible solution for creating a blended learning environment. The research clearly outlines the participant group (20 teachers) and the statistical methods employed (Shapiro-Wilk for normality, paired sample t-tests, and Normalized Gain) to assess the intervention's effectiveness. The reported results, showing a significant improvement in digital competence with an impressive Normalized Gain of 0.93 (93%), strongly support the LMS's efficacy. Furthermore, the qualitative insights from observations and interviews, indicating improved classroom management, add valuable practical context to the quantitative findings. While the study presents compelling evidence for the effectiveness of the developed LMS, it candidly acknowledges a key challenge: the varied technological familiarity among teachers, particularly older demographics. This highlights the ongoing need for differentiated and continuous support strategies beyond initial implementation. For future work, it would be beneficial to explore the long-term sustainability of this competence enhancement and investigate the transferability of these findings to a broader range of vocational schools or educational contexts. Further research could also delve into specific design adjustments or supplementary training modules tailored to address the challenges faced by less technologically proficient teachers, ensuring more inclusive and equitable access to digital competence development. Overall, this study offers a valuable contribution to the field, demonstrating a viable model for strengthening teacher digital competence.

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