The relationship between teachers' competency and fourth industrial revolution (4ir) learning among economics teachers

Abstract

Economic development of a country may not be achieved when the quality of its human resources is low. Therefore, teachers with high competencies contribute to the quality of the learning process in schools, especially in the era of Fourth Industrial Revolution (4IR) learning. This paper aims to examine the relationship between teachers' competencies and 4IR learning among economics teachers. A quantitative approach using self-administered questionnaires was employed. The units of analysis of the study were economics teachers in the central city of Jakarta, Indonesia. A total of 256 respondents from the sampling frame were selected using a simple random sampling technique. The data were analyzed by correlation and regression tests using IBM SPSS, Version 25. The results indicate that teachers' competency has a positive correlation and a significant effect on 4IR learning. The findings from the study contribute to the future development of economics teachers by shaping the quality of education. Teachers can also have more flexibility in designing their lessons creatively in the 4IR learning era.