Yelli Ari Subekti, Widya Kusumaningsih, I Made Sudana

The Influence of the Use of Educational Technology on the Quality of Learning at Public Elementary Schools

Introduction

The influence of the use of educational technology on the quality of learning at public elementary schools. This study reveals how educational technology significantly enhances learning quality in public elementary schools, showing an 82.4% positive impact. Systematic integration and training are vital.

Abstract

Background - The development of digital technology has brought significant changes to the field of education, especially in the learning process at the elementary school level. The use of educational technology has become an important strategy to improve learning quality, student engagement, and the effectiveness of content delivery. However, not all educational institutions, particularly in rural areas, have optimally integrated technology into the learning process. Therefore, it is essential to examine the extent to which the use of educational technology affects the quality of learning, particularly in public elementary schools in the Randublatung District. Purpose - This study aims to investigate the impact of using educational technology on the quality of learning at public elementary schools in Randublatung District. This research uses a quantitative approach with a descriptive analysis design. Data were collected through questionnaires distributed to teachers and students and analyzed using statistical techniques to examine the relationships between variables. Findings - The results show that the use of educational technology contributes significantly and positively to the improvement of learning quality, with an influence value of 82.4%. Technology integration has been proven to enhance student interaction and engagement and support the overall success of the teaching and learning process. Conclusions - The study concludes that the use of educational technology plays a crucial role in improving the quality of learning. Systematic adoption and training in technology use within the educational environment are necessary to achieve more effective and higher-quality learning outcomes. Novelty/Originality/Value The novelty of this research lies in its empirical evidence showing the substantial contribution of educational technology to learning quality in elementary schools located in rural areas, specifically in Randublatung. Furthermore, the study highlights the importance of onboarding training for users (teachers and students) as a key factor in the successful integration of technology in education—an aspect rarely discussed in previous similar studies.

Review

This study investigates a highly pertinent topic: the influence of educational technology on the quality of learning in public elementary schools, specifically focusing on the Randublatung District. The abstract clearly articulates a timely research problem, acknowledging the digital transformation in education and the particular challenges faced by institutions in rural areas regarding technology integration. The stated purpose—to examine the impact of educational technology on learning quality using a quantitative, descriptive approach—is straightforward. The finding of a significant and positive influence (82.4%) on learning quality, enhancing student interaction and engagement, provides valuable empirical evidence. The novelty claim, emphasizing the study's focus on rural elementary schools and the highlighted importance of onboarding training, adds a unique dimension to the existing literature. While the findings are compelling, the abstract's methodological description lacks crucial detail necessary for a robust quantitative study. Phrases like "questionnaires distributed to teachers and students" and "analyzed using statistical techniques" are too general. A comprehensive abstract would specify the nature of the questionnaires (e.g., scales used to measure learning quality, technology use, engagement), their validity and reliability, and the precise statistical methods employed to arrive at the "82.4% influence value" (e.g., specific type of regression analysis). Without this information, it is difficult to fully assess the rigor and reproducibility of the research. Furthermore, the abstract mentions a "descriptive analysis design," yet the 82.4% influence value suggests inferential statistics were used, indicating a potential inconsistency or lack of clarity in the design description. Clarification on how "quality of learning" was operationalized and measured is also essential. Despite these methodological ambiguities, the study addresses a critical gap in understanding technology's role in underserved educational settings. The conclusions advocating for systematic adoption and training are practical and align well with the identified novelty of "onboarding training for users" as a key factor. This research offers valuable insights for policymakers and educators in similar rural contexts, underscoring the potential of educational technology to transform learning. To further strengthen the contribution, the full paper should meticulously detail the methodology, including instrument development, specific data analysis techniques, and operational definitions. Overall, this study makes a relevant contribution to the field, highlighting the imperative for strategic technology integration and user support in elementary education, particularly in rural environments.

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