Persepsi Guru Terhadap Penggunaan Teknologi Dalam Pembelajaran: Studi Situs Sekolah Menengah Pertama

Tri Anasari; Gustina Anugerahwati  Soekarno; Harsono Harsono; Sutama Sutama

doi:10.31004/riggs.v4i4.4978

Authors

Tri Anasari Universitas Muhammadyah Surakarta
Gustina Anugerahwati Soekarno Universitas Muhammadiyah Surakarta
Harsono Harsono Universitas Muhammadiyah Surakarta
Sutama Sutama Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.31004/riggs.v4i4.4978

Keywords:

Persepsi Guru, Teknologi Pembelajaran, Transformasi Digital, TAM, TPACK

Abstract

Transformasi digital dalam pendidikan menuntut guru untuk beradaptasi dengan metode pembelajaran berbasis teknologi guna meningkatkan efektivitas dan kreativitas di kelas. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru terhadap penggunaan teknologi dalam pembelajaran di tingkat Sekolah Menengah Pertama (SMP) serta mengidentifikasi faktor-faktor yang memengaruhi persepsi tersebut. Dengan menggunakan pendekatan kualitatif deskriptif melalui desain studi situs, penelitian ini melibatkan 13 guru dari berbagai mata pelajaran di salah satu SMP Negeri di Kabupaten Sragen. Pengumpulan data dilakukan melalui wawancara mendalam, observasi kegiatan pembelajaran, dan dokumentasi perangkat pembelajaran digital. Analisis data menggunakan model interaktif Miles dan Huberman, mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mayoritas guru memiliki persepsi positif terhadap teknologi, yang dinilai mampu meningkatkan interaktivitas, motivasi siswa, dan efisiensi administrasi pembelajaran melalui platform seperti Canva, Quizizz, dan Google Classroom. Temuan ini mengonfirmasi model Technology Acceptance Model (TAM) yang bermanfaat dan memberikan kemudahan dalam penggunaan menjadi kunci penerimaan teknologi. Namun, penelitian juga mengungkap adanya persepsi negatif di kalangan guru senior akibat kendala teknis, keterbatasan kompetensi digital, dan beban persiapan materi. Faktor penentu persepsi guru meliputi faktor internal (usia, motivasi, dan kompetensi) serta faktor eksternal (dukungan kepala sekolah dan ketersediaan infrastruktur). Penelitian ini merekomendasikan perlunya pelatihan TIK berkelanjutan dan peningkatan fasilitas teknologi untuk menciptakan ekosistem pendidikan digital yang inklusif.

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