Hubungan Pengembangan Kurikulum dan Penggunaan Teknologi Informasi dengan Kompetensi Pedagogik Guru Sekolah Dasar: Analisis Jalur

Laelah Nurjanah; Bunyamin Bunyamin; Fetrimen Fetrimen

doi:10.51574/jrip.v6i3.5882

Authors

Laelah Nurjanah Program Studi Magister Manajemen Pendidikan, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Bunyamin Bunyamin Program Studi Magister Manajemen Pendidikan, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Fetrimen Fetrimen Program Studi Magister Manajemen Pendidikan, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia

Keywords:

Pengembangan Kurikulum, Analisis Jalur, Teknologi Informasi, Kompetensi Pedagogik, Guru Sekolah Dasar

Abstract

Pengembangan kurikulum dan integrasi teknologi informasi dan komunikasi (TIK) merupakan aspek penting dalam praktik profesional guru. Namun, hubungan keduanya dengan kompetensi pedagogik masih perlu dikaji lebih lanjut dalam konteks pendidikan tertentu. Penelitian ini bertujuan untuk menganalisis hubungan antara pengembangan kurikulum, penggunaan TIK, dan kompetensi pedagogik guru sekolah dasar di Gugus 1 Korwil Ciledug, Kota Tangerang, Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode survei kausal yang melibatkan 103 guru dari populasi sebanyak 139 guru. Data dikumpulkan melalui angket berskala Likert lima tingkat dan dianalisis menggunakan analisis jalur (path analysis). Hasil penelitian menunjukkan hubungan positif dan signifikan antara pengembangan kurikulum dan kompetensi pedagogik guru (β = 0,810; p < 0,001), penggunaan TIK dan kompetensi pedagogik (β = 0,186; p < 0,001), serta pengembangan kurikulum dan penggunaan TIK (β = 0,944; p < 0,001). Koefisien determinasi model dilaporkan sebesar R² = 0,974. Kontribusi penelitian ini terletak pada pengujian pengembangan kurikulum dan penggunaan TIK secara simultan dalam satu model analisis kompetensi pedagogik guru. Temuan ini mengindikasikan pentingnya mengintegrasikan pengembangan kurikulum dengan pemanfaatan TIK yang berorientasi pada tujuan pedagogik dalam program pengembangan profesional guru. Namun, desain penelitian potong lintang dan penggunaan data berdasarkan laporan diri belum dapat membuktikan hubungan sebab-akibat. Kuatnya hubungan antarkonstruk juga memerlukan pemeriksaan lebih lanjut terhadap keterbedaan konstruk dan spesifikasi model. Penelitian selanjutnya disarankan untuk mereplikasi model pada konteks yang lebih beragam dengan menggunakan sumber data dan periode pengukuran yang berbeda.

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