Pengaruh Tingkat Internet Self-Efficacy, Pengalaman Mengajar dan Usia Guru Terhadap Peguasaan Komputer dalam Strategi Pembelajaran Daring

Abstract

The purpose of this research was to see what teacher characteristic variables had the most influence on computer mastery in online learning strategies. This research uses descriptive verification method with quantitative analysis approach. The number of respondents was 319 junior high school teachers. Data analysis used logistic regression ordinal with software R. The results of this study indicate that there is an effect of teacher age (X1), teaching experience (X2), and internet self-efficacy (X3) together on the level of computer mastery in online learning. The ordinal logistic regression model that is formed for the level of teacher mastery in online learning is Y 1 (X) = 5.29 + 0. The second result of this study shows that the factor that influences the level of mastery of teachers in online learning is the teaching experience variable. The contribution of this research to online learning research is the need to provide manipulation of computer-assisted teaching experiences for teachers in online learning environments. The recommended manipulation of experience is education and training. Suggestions for further researchers are the need to add other independent variables related to teacher characteristics that can affect the level of teacher computer mastery in online learning strategies. Keyword: age, teaching experience, internet self-efficacy, online learning Abstrak: Tujuan penelitian ini adalah melihat variable karakteristik guru apa yang paling berpengaruh terhadap peguasaan komputer dalam strategi pembelajaran daring. Penelitian ini menggunakan metode deskriptif verifikatif dengan pendekatan analisis kuantitatif. Jumlah responden adalah 319 guru Sekolah Menengah Pertama. Analisis data menggunakan regresi logistic ordinal dengan software R. Hasil penelitian ini menunjukan bahwa terdapat pengaruh usia guru (X1), pengalaman mengajar (X2), dan internet self-efficacy (X3) secara bersama sama terhadap tingkat penguasaan komputer dalam pembelajaran daring. Model regresi logistik ordinal yang terbentuk untuk tingkat penguasaan guru dalam pembelajaran daring adalah Y 1 (X)=5. Kata kunci: usia, pengalaman mengajar, internet self-efficacy, pembelajaran daring