The Influence of Teachers’ Digital Competence on Teaching Performance in SDK Marga Bhakti

Abstract

Introduction/Main Objective: The rapid development of digital technology has brought significant changes to learning practices in elementary schools and has reshaped the role of teachers in the teaching and learning process. Teachers are increasingly required to possess adequate digital competence in order to design effective learning activities, utilize digital learning media, and support students’ learning needs in a technology-driven environment. This study aims to examine the influence of teachers’ digital competence on teaching performance at SDK Marga Bhakti by considering the role of school system support in facilitating the implementation of digital technology in education.

Background of the Problem: Although the use of digital technology in schools has been encouraged through training programs and the provision of facilities, differences in the ability of teachers and parents to adapt to technology are still evident. Some teachers are able to integrate digital tools effectively into classroom activities, while others continue to rely on conventional teaching methods due to limited experience and assistance. In addition, the management and distribution of digital information in schools require supporting roles to ensure that technology utilization can be implemented consistently and sustainably.

Research Method: This study employed a descriptive qualitative approach. The research subjects consisted of the school principal, a teacher, and a school administrator at SDK Marga Bhakti. Data were collected through in-depth interviews, classroom observations, and analysis of learning-related documents. The data were analyzed in stages through data reduction, data presentation, and conclusion drawing to obtain a comprehensive understanding of the research findings.

Findings/Results: The results show that teachers’ digital competence plays an important role in supporting teaching performance, particularly in lesson planning, the implementation of teaching and learning activities, and communication with students and parents. The use of digital technology contributes to more interactive learning and higher student engagement. Furthermore, technology utilization becomes more optimal when supported by the role of school administrators in managing digital systems and disseminating information.

Conclusion: This study concludes that the improvement of teachers’ teaching performance depends not only on teachers’ digital competence but also on school system support, including consistent policies, administrative support, and sustainable assistance in the use of digital technology.