Lecturer’s digital literacy ability in the pandemic

This study aimed to determine the adaptation of lecturers and students to using technology as a learning medium. The research method used is descriptive qualitative research. The instrument used is a questionnaire. The population in this study were all Madrasah Ibtidaiyah Teacher Education (PGMI) st...

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Bibliographic Details
Published inCypriot journal of educational sciences Vol. 17; no. 4; pp. 1130 - 1142
Main Authors Fauzan, Fauzan, Arifin, Fatkhul, Lubis, Maulana Arafat, Firdaus, Fery Muhamad
Format Journal Article
LanguageEnglish
Published United World Center of Innovation Research and Publication Center 2022
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
Subjects
College Faculty
College Students
COVID-19
Distance Education
Distance learning / e-learning
Educational Technology
Foreign Countries
Health and medicine and law
Higher Education
ICT Information and Communications Technologies
Media studies
Online Courses
Pandemics
Pedagogy
Preservice Teachers
School Closing
Teacher Education Programs
Technological Literacy
Technology Uses in Education
Indonesia
media technology
digital literacy
pandemic
lecturers PGMI
online learning
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Summary:This study aimed to determine the adaptation of lecturers and students to using technology as a learning medium. The research method used is descriptive qualitative research. The instrument used is a questionnaire. The population in this study were all Madrasah Ibtidaiyah Teacher Education (PGMI) students in Indonesia, and the sample was more than 40 Madrasah Ibtidaiyah Teacher Education (PGMI) Study Programs at public university (PTN) and private university (PTS) in Indonesia involving 1294 students. The study results found that the effectiveness of the application of distance learning methods in the pandemic era was usually responded to by most students; some even responded less and very poorly. Mastery of lecturers in distance learning media is good; some dominant lecturers use google classroom, zoom, and WhatsApp.
ISSN:1305-905X
1305-905X
DOI:10.18844/cjes.v17i4.7122