ICT Utilization in Science Teachers of Underdevelopment Region

Saefuddin Saefuddin, Saleh Saleh, Fahyuddin Fahyuddin


Research has been carried out to examine the use and mastery of ICT for science teachers in underdeveloped areas. This study aims to: obtain valid data regarding teachers' ICT knowledge and skills; knowing the extent to which the teacher implements ICT knowledge and skills in the classroom; identify the factors faced by teachers in implementing ICT in learning; to determine support and effective ICT development strategies to be applied to teachers. The research method is a survey, practical test, and statistical validation. It found that male teachers, young teachers, honorary teachers, and secondary school teachers tended to have higher ICT competence. It was found that the ICT applications that have been used by more than 50% of teachers are word processing, presentation processing, internet, and document navigation. The analysis results show that only about 2% of teachers stated that ICTs had little effect on their learning in the classroom and that training on how to do this had the most positive impact on teachers. It can be concluded that professional training on ICT needs to be effectively and sustainably provide; continuing to improve ICT infrastructure in schools will positively impact the use of ICT by teachers; teachers' overall attitude is very positive for self-development.


Usage ICT; Underdevelopment Region; Science

Full Text:



Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2020). Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education, 4. https://doi.org/10.1108/jarhe-04-2020-0103.

Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank. https://doi.org/10.1596/978-1-4648-1378-8.

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245. https://doi.org/10.12973/ejmste/75275.

Chigona, A., Chigona, W., Kausa, M., & Kayongo, P. (2010). An empirical survey on the domestication of ICT in schools in disadvantaged communities in South Africa. International Journal of Education and Development Using ICT, 6(2), 21–32. https://www.learntechlib.org/p/42332/.

Chisango, G., & Lesame, C. (2019). Exploring accessibility to information and communication technology (ICT) at disadvantaged secondary schools in Gauteng province-South Africa. EDULEARN19 Proceedings 11th International Conference on Education and New Learning Technologies Palma, Spain. 1-3 July 2019, 507–512. https://doi.org/10.21125/edulearn.2019.0178.

Dawes, L. (2012). What stops teachers from using new technology? Issues in Teaching Using ICT, 61–80. https://doi.org/10.4324/9780203185117-5.

Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K–12 students. Journal of Research on Technology in Education, 48(1), 16–37. https://doi.org/10.1080/15391523.2015.1103147.

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199. https://doi.org/10.1016/j.compedu.2007.05.001.

Francis, N. N., Ngugi, M., & Kinzi, J. (2017). Influence of selected factors on the implementation of information and communication technology policy in public secondary schools in Naivasha Sub-County, Kenya. International Journal of Education and Development Using Information and Communication Technology, 13(2), 70–86. https://eric.ed.gov/?id=EJ1153319.

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5.

Jaffer, S., Ng’ambi, D., & Czerniewicz, L. (2007). The role of ICTs in higher education in South Africa: One strategy for addressing teaching and learning challenges. International Journal of Education and Development Using ICT, 3(4), 131–142. https://www.learntechlib.org/p/42220/.

Karchmer, R. A., Mallette, M. H., Kara-Soteriou, J., & Leu Jr, D. J. (2005). Innovative Approaches to Literacy Education: Using the Internet to Support New Literacies. International Reading Association.

Khan, M., Hossain, S., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. Online Submission, 5(2), 61–80. https://dergipark.org.tr/en/download/article-file/59739.

Koesnandar, A. (2013). Pengembangan model pendayagunaan teknologi informasi dan komunikasi (TIK) untuk pendidikan di daerah terpencil, tertinggal, dan terdepan. Kwangsan: Jurnal Teknologi Pendidikan, 1(2), 122–125. https://doi.org/10.31800/jtp.kw.v1n2.p122--142.

Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 19–36. https://citeseerx.ist.psu.edu/viewdoc/download?doi=

Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. https://doi.org/10.3102/0034654307309921.

Li, L., & Walsh, S. (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99–125. https://doi.org/10.1177/1362168810383347.

Luthfiah, S., & Kusumawati, I. (2012). Analisis gerakan penuntasan wajib belajar 9 tahun dalam meningkatkan kualitas SDM. Academy of Education Journal, 3(2). https://doi.org/10.47200/aoej.v3i2.86.

Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2017). Stuck in the shallow end: Education, race, and computing. MIT Press.

Mirzajani, H., Mahmud, R., Ayub, A. F. M., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(2), 26–40. https://doi.org/10.1108/qae-06-2014-0025.

Mumcu, K. (2010). ICT in Vocational and Technical Schools: Teachers’ Instructional, Managerial and Personal Use Matters. Turkish Online Journal of Educational Technology-TOJET, 9(1), 98–106. https://eric.ed.gov/?id=EJ875772.

Najih, M. A. (2017). Gender dan kemajuan teknologi: pemberdayaan perempuan pendidikan dan keluarga. Jurnal Harkat: Media Komunikasi Gender, 13(1), 18–26. https://doi.org/10.15408/harkat.v13i1.7712.

Rahmawaty, A. (2017). Perempuan dan pemanfaatan teknologi internet dengan pendekatan UTAUT. Palastren Jurnal Studi Gender, 9(1), 13–42. https://doi.org/10.21043/palastren.v9i1.1746.

Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 409–424. https://doi.org/10.1080/15391523.2006.10782467.

Rene’Moses, R. (2006). Factors related to technology implementation of K–12 principals and teachers. University of North Texas.

Skobeltsina, K., & Kuznetsov, A. (2019). Research on public satisfaction with an educational infrastructure of advanced development territories. International Conference on the Development of Education in Eurasia (ICDEE 2019), 36–41.

Trotter, A. (2007). Getting up to speed. Education Week, 26(3), 10–12.

Vilia, B. (2017). Pemanfaatan media internet oleh petani perempuan pedesaan. Studi Pustaka, 1(2), 1–5. http://kpm.ipb.ac.id/karyailmiah/index.php/studipustaka/article/view/4852.

Wang, J., Tigelaar, D. E., & Admiraal, W. (2019). Connecting rural schools to quality education: Rural teachers’ use of digital educational resources. Computers in Human Behavior, 101, 68–76. https://doi.org/10.1016/j.chb.2019.07.009.

Warsihna, J. W. J. (2014). Pemanfaatan teknologi informasi dan komunikasi (tik) untuk pendidikan daerah terpencil, tertinggal dan terdepan (3T). Jurnal Teknodik, 17(2), 235–245. https://doi.org/10.32550/teknodik.v0i0.82.

Wells, J., & Lewis, L. (2006). Internet Access in US Public Schools and Classrooms US Department of Education. National Center for Education Statistics.

Yang, H. H., Zhu, S., & MacLeod, J. (2018). Promoting education equity in rural and underdeveloped areas: Cases on computer-supported collaborative teaching in China. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2393–2405. https://doi.org/10.29333/ejmste/89841.

Yang, N., & Yang, H. H. (2019). Understanding rural and urban teachers’ ICT usage in china: an ecological perspective. 2019 International Joint Conference on Information, Media and Engineering (IJCIME), 498–501. https://doi.org/10.1109/ijcime49369.2019.00106.

Yanuarti, R., & Rusman, R. (2018). Pemanfaatan teknologi informasi dan komunikasi (TIK) oleh guru di sekolah penerima Universal Service Obligation (USO). Jurnal Penelitian Ilmu Pendidikan, 11(2), 69–83. https://doi.org/10.21831/jpipfip.v11i2.19441.

DOI: http://dx.doi.org/10.23887/jpp.v54i2.33526

Article Metrics

Abstract view : 207 times
PDF file view : 145 times


  • There are currently no refbacks.


JPP is indexed by:

          Crossref JPI


Creative Commons License

JPP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.