Digital competence of science teachers in terms of gender, length of work, and school levels of teaching
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Abstract
Technological development in education should be balanced with digital competencies to create optimal education. This development has increased during the pandemic, which requires teachers to master digital competence to organize education for students. This study aims to determine the digital competence of science teachers and investigate differences in gender, length of work, and school levels of teaching. This study employed a cross-sectional survey and involved 105 science teachers in West Java Province, Indonesia. Online questionnaires were used to collect the data. This research has revealed that science teachers have different digital competence at the school level. In contrast, they do not have divergent digital competence regarding gender and length of work. Teachers with good digital competence can develop collaborative learning.
Keywords: Education, Digital Competence, Science Teacher
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