Hubungan literasi digital, efikasi diri, dan kepemimpinan kepala sekolah dengan kemampuan berpikir komputasional guru SMP di Aceh

Azwar Anas; Hikma Kusnanda Hidayah; Zumrotus Sa’adah; Nur Laila; Endang Setyowati Mas Ula

doi:10.18860/icied.v11i1.3912

Azwar Anas Universitas Islam Negeri Maulana Malik Ibrahim Malang
Hikma Kusnanda Hidayah Universitas Islam Negeri Maulana Malik Ibrahim Malang
Zumrotus Sa’adah Universitas Islam Negeri Maulana Malik Ibrahim Malang
Nur Laila Universitas Islam Negeri Maulana Malik Ibrahim Malang
Endang Setyowati Mas Ula Universitas Islam Negeri Maulana Malik Ibrahim Malang

DOI: https://doi.org/10.18860/icied.v11i1.3912

Keywords: digital literacy, self-efficacy, principal leadership, computational thinking, junior high school teachers

Abstract

This study aims to examine the influence of digital literacy, self-efficacy, and principal leadership on junior high school (SMP) teachers' computational thinking skills in Aceh Province, both partially and simultaneously. The study addresses a literature gap, as research on computational thinking has largely focused on students rather than teachers, with studies integrating these three predictors among teachers being virtually absent, particularly in the Aceh Province context. A quantitative approach with a causal-correlational design was employed, involving 100 junior high school teachers selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability (all variables showed Cronbach's Alpha > 0.95) and analyzed using multiple linear regression. The results show that digital literacy (β = 0.213; sig. = 0.037), self-efficacy (β = 0.549; sig. = 0.000), and principal leadership (β = 0.220; sig. = 0.000) each had a positive and significant effect on teachers' computational thinking skills, with self-efficacy emerging as the most dominant predictor. Simultaneously, the three variables significantly influenced teachers' computational thinking skills (F = 181.199; sig. = 0.000), accounting for 84.6% of the variance (R² = 0.846), while the remaining 15.4% was explained by factors outside the model. These findings confirm that teachers' computational thinking skills are shaped by a synergistic interaction between digital competence, psychological strength, and institutional leadership support. The study recommends that the Aceh Provincial Education Office and school principals design teacher competency development programs that prioritize strengthening self-efficacy, supported by transformational digital leadership and sustained digital literacy training.

Author Biographies

Hikma Kusnanda Hidayah, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Zumrotus Sa’adah, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Nur Laila, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Endang Setyowati Mas Ula, Universitas Islam Negeri Maulana Malik Ibrahim Malang

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