Technology Innovation Management in Indonesian Language Learning Based on Digital Literacy
DOI:
https://doi.org/10.59525/gej.1764Keywords:
Digital Literacy, Learning, ManagementAbstract
The importance of technology integration in learning has not been fully optimized due to weak managerial aspects in managing learning innovations. This study aims to analyze and develop the concept of managing technological innovation in Indonesian language learning based on digital literacy, thereby improving the quality of learning and students' literacy competencies in the digital era. This study uses a qualitative approach with a case study design. Data collection techniques were carried out through in-depth interviews, participant observation, and documentation studies. Data were analyzed using qualitative descriptive analysis techniques through data reduction, data presentation, and drawing conclusions. The results show that the management of technological innovation in Indonesian language learning has been implemented through four main functions: planning, organizing, implementing, and evaluating. Planning is carried out by integrating digital literacy into technology-based learning tools. Organization is supported by the availability of infrastructure, although there are still limitations in teacher competency in utilizing technology. The implementation of digital-based learning shows increased interactivity, student participation, and digital literacy skills, especially in understanding and producing texts. Digital-based evaluation through portfolios and projects also shows an increase in students' critical thinking skills. The conclusion of this study confirms that technological innovation management plays a significant role in improving the quality of Indonesian language learning based on digital literacy.
References
Astiko, F., & Khodar, A. (2020). The sentiment analysis reviewing Indosat services from Twitter using the Naive Bayes classifier. Journal of Applied Computer Science and Technology (JACOST), 1(2), 61–66.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2024). Emergency remote and online teaching and learning in higher education: A systematic review. Computers and Education Open, 6, 100187. https://doi.org/10.1016/j.caeo.2024.100187
Chiu, T. K. F. (2024). Digital support for student engagement in education: A systematic review. Education and Information Technologies, 29(2), 1741–1764. https://doi.org/10.1007/s10639-023-11969-1
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2023). Implications for educational practice of the science of learning and development. Applied Developmental Science, 27(1), 1–19. https://doi.org/10.1080/10888691.2022.2101323
Falloon, G. (2023). From digital literacy to digital competence: The teacher digital competency framework in educational practice. Education Sciences, 13(2), 143. https://doi.org/10.3390/educsci13020143
Fawns, T., Bearman, M., Dawson, P., Nieminen, J. H., Ashford-Rowe, K., Willey, K., Jensen, L. X., Damşa, C., & Press, N. (2024). Authentic assessment: From panacea to criticality. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2404634
Ferrari, A., Punie, Y., & Redecker, C. (2024). DigComp 2.2: The Digital Competence Framework for Citizens. Publications Office of the European Union. https://doi.org/10.2760/115376
Gilje, Ø. (2024). Digital pedagogy in educational chronotopes: Didactical choices for teaching, learning, and assessment. Pedagogies: An International Journal, 19(3), 439–455. https://doi.org/10.1080/1554480X.2024.2379789
Hamedeko, C., Meidelfi, D., & Erianda, A. (2020). Sistem monitoring rental mobil berbasis Android menggunakan GPS. Journal of Applied Computer Science and Technology (JACOST), 1(2), 56–60.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2023). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 67(3), 430–441. https://doi.org/10.1007/s11528-022-00794-5
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2022). What to teach? Strategies for developing teacher digital competence. Computers and Education, 176, 104335. https://doi.org/10.1016/j.compedu.2021.104335
Hwang, G. J., & Tu, Y. F. (2023). Roles and research trends of artificial intelligence in language education: A systematic review. Educational Technology & Society, 26(2), 15–31. https://doi.org/10.30191/ETS.202304_26(2).0002
Kaliisa, R., Kluge, A., & Mørch, A. I. (2024). Digital transformation in education: A systematic literature review. Education and Information Technologies, 29(5), 5643–5671. https://doi.org/10.1007/s10639-023-12108-6
Knezek, G., Christensen, R., & Smits, A. (2024). Cross-validating four measures of technology integration: Stages of adoption, CBAM LoU, ACOT, and TPACK core. Journal of Digital Learning in Teacher Education, 40(4), 207–216. https://doi.org/10.1080/21532974.2024.2396897
Koehler, M. J., Mishra, P., & Cain, W. (2022). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Lazwardi, D., & Kurniawan, M. A. (2025). Transformasi digital dalam manajemen pendidikan: Meningkatkan efisiensi dan aksesibilitas. Jurnal Kependidikan Islam, 15(1).
Made, N., Eka, F., & Mangkurat, U. L. (2023). Kualitas dan inovasi pendidikan di Indonesia. Jurnal Pendidikan dan Konseling (JPDK), 1–9.
Ng, W. (2023). Developing digital literacy through authentic learning experiences. Education Sciences, 13(8), 792. https://doi.org/10.3390/educsci13080792
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: A review. Journal of Computers in Education, 11, 305–346. https://doi.org/10.1007/s40692-022-00257-5
Nurhayati, I. A., Khoer, M. F. S., Maharani, S. N., & Whilky, M. (2023). Peranan bahasa Indonesia dalam membantu kelancaran berkomunikasi pada mahasiswa Pendidikan Ekonomi di Universitas Pendidikan Indonesia. Kampret Journal, 2(3), 94–97. https://doi.org/10.35335/kampret.v2i3.114
OECD. (2024). Digital education outlook 2024: Towards smart, inclusive and resilient education. OECD Publishing. https://doi.org/10.1787/b14bef59-en
Rahmawati, I. (2021). Gamifikasi dalam pembelajaran digital: Studi kasus pada sekolah menengah. Jurnal Inovasi Pendidikan, 12(4), 90–102.
Sari, I. P., & Amin, A. (2020). Sistem pendukung keputusan seleksi penyiaran berita menggunakan metode profile matching. Journal of Applied Computer Science and Technology (JACOST), 1(2), 67–73.
Scherer, R., Siddiq, F., & Tondeur, J. (2023). The technology acceptance model (TAM): A meta-analysis of teachers' technology acceptance. Computers & Education, 198, 104742. https://doi.org/10.1016/j.compedu.2023.104742
Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, 105024. https://doi.org/10.1016/j.compedu.2024.105024
Septiati, E., Fuadiah, N. F., Yani, J. A., & Palembang, P. (2022). Pengembangan video pembelajaran interaktif. JPMBio-Sains, 8(1), 51–56.
Suryani, N., & Hartati, S. (2021). Implementasi asesmen formatif dalam pembelajaran inovatif untuk meningkatkan kualitas pembelajaran. Jurnal Evaluasi Pendidikan, 4(2), 188–201.
Suryansyah, M. D., & Hasanah, S. M. R. (2024). Strategi penguatan literasi digital untuk meningkatkan mutu pembelajaran di MTSN 2 Kabupaten Kediri. Kelola: Jurnal Manajemen Pendidikan, 11(2), 260–270.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2023). Enhancing teachers' professional competence for technology integration: A systematic review. Educational Research Review, 38, 100485. https://doi.org/10.1016/j.edurev.2022.100485
UNESCO. (2024). Global education monitoring report 2024: Technology in education—A tool on whose terms? UNESCO Publishing. https://doi.org/10.54676/XJMG9248
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sinta Dewi Ginoga
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
