Main Article Content
Abstract
The development of technology in the education sector today is not accompanied by wise use by students. One way to increase the productivity of technology use by students is through schools, where teachers act as facilitators. This certainly poses a challenge for teachers to maximize the role of technology in schools despite differences and limitations so that learning becomes effective. Teachers' perceptions of technology are important to analyze in efforts to improve the quality of technology-based learning. This study aims to determine teachers' perceptions of the effectiveness of biology learning based on technological knowledge at Samarinda Ulu District High School and the factors influencing it. The methods used are qualitative and quantitative, with measurement tools in the form of questionnaires and interview sheets. Data were analyzed using descriptive statistical analysis. Based on the questionnaire responses from 7 biology teachers at SMA Kecamatan Samarinda Ulu, the analysis of teachers' perceptions of the effectiveness of technology-based biology learning revealed a score of 71.42%, indicating that the majority of teachers have a very positive perception of the effectiveness of technology-based learning. Factors influencing this include teachers' and students' ability to use technology, the availability of infrastructure, the suitability of technology to the material presented, the diversity of applications used in learning, and discipline and motivation in learning.
Article Details
Copyright (c) 2025 Nirza Pradana, Masitah, Ruqoyyah Nasution, Nelda Anasthasia Serena
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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References
Agustina, S.Z., Nuryani., & Dewi, R.S. (2023). Rancangan dan Penerapan Technological Pedagogical Content Knowledge (TPACK) dalam Pembelajaran di Sekolah Dasar. Journal on Education, 06(01), 9288-9294. DOI: https://doi.org/10.3 1004/jo e.v6i1.4428
Akram, H., Abdelrady, A.H., Adwan, A.S., & Ramzan, M. (2022). Teacher’s Perceptions of Technology Integration in Teaching-Learning Practices: a Systematic Review. Frontiers in Psychology, 13(920317), 1-9. DOI: https://doi.org/10 .3389/fpsyg.2022 .920317.
Anggraini, S., Amalia, E.N., & Eka, R. (2024). Persepsi Guru Dan Siswa Tentang Penggunaan Media Pembelajaran Berbasis Teknologi di Sekolah Dasar. Jurnal Ilmu Pendidikan dan Kearifan Lokal. 4(6), 982-992. https://jipkl.com/index.php/JIPKL/article/view/202.
Badan Pusat Statistik. (2023). Statistik Pendidikan 2023. Badan Pusat Statistik Nasional.
Leuwol, F.S., Basiran., & Solehuddin, M. (2023). Efektivitas Metode Pembelajar an Berbasis Teknologi terhadap Peningkatan Motivasi Belajar Siswa di Sekolah. Edusaintek: Jurnal Pendi dikan, Sains dan Teknologi. 10(3), 989-999. DOI: https://doi.org/1 0.476 68/edusaintek.v10i3.899.
Mawarwati., & Yanti, M. (2023). Analisis Technological Pedagogical and Content Knowledge (TPACK) Mahasiswa Calon Guru SD pada Materi IPA. Jurnal Elementaria Edukasia. 6(3), 1138-1148. DOI: 10.31 94 9/jee.v6i3.6312.
Narpila, S.D., Pitaloka, D.D., & Ramadhan, R. (2025). Perbandingan Kegiatan Pembelajaran Konvensional dan Pembelajaran Berbasis Teknologi Terhadap Hasil Belajar Siswa (Studi Kasus pada Kls VIII A SMP Cerdas Bangsa, Kecamatan Namorambe Kabupaten Deli Serdang). Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial. 3(1), 210-220. DOI: https://doi.or g/10.61132/nakula.v3i1.1501.
Pare, A., & Murniarti, E. (2024). Analisis Peran Guru sebagai Fasilitator dalam Pembelajaran Biologi di Era Digital. Jurnal Studi Guru dan Pembelajaran. 7(2), pp. 660-672. DOI: https:/ /doi.org/10.30605/jsgp. 7.2.2024.4087.
Putri, R.M., Sari, R., & Hasanah, U. (2024). Manfaat dan Kesenjangan Alat Pendidikan di Era Digital. Jurnal Yudhistira: Publikasi Riset Ilmu Pendidikan dan Bahasa. 2(1), 46-51. DOI: https://doi.org/10.61132/yudisti ra.v2i1.379.