EFEKTIVITAS DIGITAL SELF-EFFICACY BERBASIS DEEP LEARNING DALAM MEMBENTUK EKOSISTEM SEKOLAH DAN KESIAPAN PEMBELAJARAN GURU

Riskito Luis Rahangmetan; Nuril  Huda; Suhartawan  Budianto

doi:10.36456/bastra.vol13.no2.a11919

Authors

Riskito Luis Rahangmetan Universitas Dr. Soetomo
Nuril Huda Universitas Dr. Soetomo
Suhartawan Budianto Universitas Dr. Soetomo

DOI:

https://doi.org/10.36456/bastra.vol13.no2.a11919

Keywords:

digital self-efficacy, deep learning, ekosistem sekolah, kesiapan pembelajaran guru, wilayah kepulauan

Abstract

Penelitian ini bertujuan menguji efektivitas Digital Self-Efficacy berbasis Deep Learning dalam membentuk ekosistem sekolah dan kesiapan pembelajaran guru, serta mengeksplorasi pemaknaan guru terhadap peran keyakinan digital tersebut. Kajian terdahulu umumnya menempatkan ekosistem sekolah sebagai penyebab dan guru sebagai akibat, sehingga arah sebaliknya belum banyak diuji secara empiris. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Fase kuantitatif melibatkan seluruh populasi guru Bahasa Indonesia pada lima SMA di Kota Dobo, Kabupaten Kepulauan Aru, sebanyak sepuluh orang, melalui teknik total sampling. Data dikumpulkan menggunakan angket tertutup skala Likert berjumlah 45 butir yang telah diujicobakan kepada 30 guru di luar lokasi penelitian dengan koefisien reliabilitas Cronbach's Alpha 0,899 untuk Digital Self-Efficacy, 0,892 untuk ekosistem sekolah, dan 0,894 untuk kesiapan pembelajaran guru. Data dianalisis melalui dua regresi linear sederhana yang dijalankan terpisah. Fase kualitatif dilaksanakan melalui wawancara mendalam terhadap lima informan yang dipilih secara purposif berdasarkan variasi skor angket, dengan keabsahan data dijaga melalui member checking dan triangulasi sumber. Hasil penelitian menunjukkan Digital Self-Efficacy berbasis Deep Learning berpengaruh signifikan dalam membentuk ekosistem sekolah dengan koefisien regresi terstandar 0,672, signifikansi 0,033, dan sumbangan efektif 38,3%. Pengaruhnya terhadap kesiapan pembelajaran guru juga signifikan dengan koefisien terstandar 0,831, signifikansi 0,003, dan sumbangan efektif 65,2%. Temuan kualitatif menjelaskan bahwa keyakinan digital guru terbentuk berbeda menurut generasi, inisiatif guru berkeyakinan tinggi mampu menggerakkan budaya kolaborasi digital tetapi terhenti oleh keterbatasan anggaran dan jaringan internet, sedangkan kesiapan pedagogis relatif merata sementara kesiapan berbasis teknologi masih timpang. Disimpulkan bahwa efektivitas Digital Self-Efficacy berbasis Deep Learning bersifat bertingkat, yaitu besar terhadap sasaran yang berada dalam kendali guru dan moderat terhadap sasaran kelembagaan.

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