Journal : The Implementation of ICT based Education in Elementary Teacher Education (PGSD) in Indonesia

By Adie Erar Yusuf, HUMANIORA, Vol.7 No.1 January 2016: 8-14

For higher education institutions to fulfill their role as incubators of knowledge and for elementary, secondary and tertiary students to acquire and use knowledge in the 21st century, they need to be connected with the world through Information, Communication and Technology. To achieve the ideal situation, the cost of internet access must be affordable and equitable across diverse socio-economic sectors of society. The National education Strategic Plan stated that ICT literacy rate among lecturers and students in higher education by 2009 is expected to achieve 80% and 50% respectively. ICT literacy includes proficiency in the utilization of computer and related programs. Teacher education institutions should also reform their curricula by integrating ICT into teacher education programs to increase ICT competencies. (Brodjonegoro, 2006)
To overcome the problem of restricted connection and bandwidth as well as high cost internet access, Ministry of National Education has developed cooperation with Indonesian Telecommunication Company (Telkom) to offer JARDIKNAS programs for school communities. In fact, ICT has been utilized in schools even though relatively small in numbers. More and more internet kiosks, not only at the post office in capital cities in the provinces but also in the districts, are available. The community has also participated in the establishment of internet kiosk. The number of schools using the internet is also increasing.

So far, there is no study examining the ICT infrastructure and its utilization in the universities which are members of HYLITE Consortium. In order to gain information regarding the ICT infrastructure and utilization in Teacher Education Institutions, the SEAMEO SEAMOLEC and USINTEC (United Stated/Indonesia Teacher Education Consortium) conducted ICT utilization study in selected Teacher Education  Institutions. This paper will describe the condition at six institutions offering the PGSD program, in term of the ICT infrastructure and utilization, in attempt to reach the National education Strategic Plan of 80% ICT literacy by the lecturers and students in higher education. The study is supposed to come up with recommendation and action plans to accelerate the ICT utilization to support the PGSD program in those institutions or other institutions that wants to participate in distance or blended learning programs.

UNESCO cited the study of Morsund (2003) that provides the range of technology for ICT in more details. First, the full range of computers hardware, computer software, and telecommunications facilities. Second, computing devices ranging from handled calculators to super computer. Third, the full range of display and projection devices used to view computer output. Fourth, the local area network and wide area networks that allows computer systems and people to
communicate with each other. Fifth, digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites, and fiber optics. Sixth, computerized machinery and computerized robots. (UNESCO, 2003)


ICT utilization means the using of ICT for word and data processing, presentation, email and internet browsing by the lecturers for teaching. This paper describes the study on the lecturers’ utilization of ICT for teaching and learning purposes, for example, utilizing computer programs such as Microsoft word, Spreadsheet, Powerpoint, Email and Internet. The study does not go into such detail as finding out the detail of ICT utilization such as for production purposes or classroom management. There are various stages in integrating ICT into the school community and in learning about ICT as well as for effective use of ICT in teacher education, they are emerging, applying, infusing and transforming stages. Emerging means that administrators and teachers are beginning to explore the potential of ICT. Applying means teachers may be using computers for words processing, databases and to explore subject-specific software. Infusing means that a variety of ICT tools are being used and ICT is becoming integrated into the curriculum. Transforming involves a major reconstruction of the classroom into one that is learning-centered and where ICT is used to explore a variety of real-world problems. A transformed classroom is an inquiry-oriented learning environment (UNESCO, 2003).

Gaible, Edmond and Burns (2005) stated that computers raise many concerns among teachers, including: (1) Technical concerns, example “How do I use the computer?” (2)  Functional concerns, example “What can computers help me do?” (3) Logistical concerns, example “How can I use so few computers with so many students?” (4) Affective concerns, example “Will these computers replace me as a teacher? Will my students lose respect if they think the computer knows more than me?” (5) Organizational concerns, example “How do I organize my classroom to support the use of computers?
How can they be used as part of what I already do in the classroom?” (6) Conceptual concerns, example “How can I learn from and with computers?” (7) Instructional concerns, example “How can computers help my students learn in different ways? How can they support the curriculum? How can they support my teaching? How should I teach using computers?” (8) Evaluation concerns, example “How do I assess student learning in computer-based projects? How does this new way of learning fit with national exams?”
The ICT plays an important role in ensuring quality of education through the improvement of access and promote equity in education, efficiency of education management, and quality of teaching and learning (UNESCO, 2005). The conditions of ICT utilization in education has been studied by UNESCO. An examination of countries in the Asia-Pacific region has shown that ICT is not being used to its full potential in enhancing the quality of teaching and learning. There are both technical and capacity-related barriers that have to be overcome. Many countries of the region do not make use of ICT at all in their education system due to technical barriers such as lack of infrastructure, equipment and internet connectivity. ICT is used simply as a supplement for existing pedagogical practices. In order to fulfill the potential of ICT as a tool for enhancing teaching and learning, ICT must be fully integrated into pedagogical processes, which requires a cognitive shift on the part of policy makers,
educators, curriculum developers, and administrators (Tatang, 2007). A survey by SEAPREAMS in eleven Pacific countries has identified five main barriers in implementing ICT program in schools that are physical obstacle like remoteness and an unreliable electricity supply, scarcity of fund, lack of staff development, insufficient and inappropriate software, and the speed of technological development (UNESCO, 2003). The findings from Poon (2013), indicated that teachers who intend to use blended learning in the future, it is suggested that the teaching style should be kept simple, but that the individuals must be prepared to be experimental. Different modules and courses require different forms of blended learning to suit the course, the content, and the students’ needs; therefore, having a flexible approach is important. The study by Jeffrey, Milne, Suddaby& Higgins (2014) concluded that the emergence of blended learning is a major trend in tertiary education. This trend is being fueled by the accumulation of evidence that points to the efficacy of a blended approach over either online or classroom alone. However, there is a danger that blended learning courses will fall far short of the potential if teachers do not change their attitudes and practices to developing blended experiences.

In Indonesia, there is a training program for teachers called PGSD. PGSD program is an inservice teachers training  program, especially designed for primary school teachers, to improve their qualification from Diploma (D-2) to Sarjana (S-1) level, conducted via open and distance learning mode. It is one of the delivery mode taken by Minsitry of Education, in providing access for quality education for all, especially for primary school teachers in all areas in Indonesia. It is designed for primary school teachers aiming to especially upgrade their competencies and qualification through a continuing process of education with a lifelong learning spirit. Specifically, the PGSD Program is an innovative program to overcome the issue of scarcity of quality primary school teachers, especially through the extensive use of ICT-based learning (Pannen, Riyanti, and Pramuki, 2007). The PGSD program model is developed and implemented by distance learning or blended learning model. Blended instruction is defined as the appropriate mix and use of face-to-face instructional methods and various learning technologies to support planned learning and foster subsequent learning outcomes (Lim & Morris, 2009).

The PGSD program employs one curriculum for the 23 consortium members, with the load of 82-credit semester. Those credits include the professional and physical education courses. The PGSD program utilizes the distance or blended-learning model, which is the combination of residential and independent learning. The distance learning mode employs in blended delivery system, such as residential program and independent learning using print, web-based, and multimedia to accommodate the teaching and learning activities. The PGSD program is supported by ICT owned by each of the consortium member institution. The residential program is conducted for one month at the beginning of each semester. During the residential period, the students will be engaged in various tutorial activities, including laboratory works, and sit in the examination for the previous semester. After the residential program, the students will go home and study independently using the available learning resources. The web-based courses and facilitation of the learning process are accessible through the ICT centers and internet facilities. The facilitation of students’ learning process is provided through the online interaction utilizing five online interaction within five months of the semester, and or synchronous interaction in the form of teleconference once every semester; such as group discussion forum and video conferences. Based on monitoring and evaluation, it is found out that PGSD program has been seen to have several benefits, among others, teachers can upgrade their qualification without leaving their daily jobs in schools, teachers (as well as lecturers and administrators of PGSD program at the teacher colleges) can improve their ICT literacy and skills, teacher colleges can improve their collaboration and mutual acknowledgement to implement the PGSD program. (Pannen, Riyanti and Pramuki, 2007)

The method of the study is survey using questionnaire, observation and interview techniques. The instruments was developed and modified from available instruments to meet the objectives of this study. The survey includes question items to establish and document the current ICT infrastructure and utilization in PGSD program. The ICT utilization study was conducted on August 2007-2008. Small team was assigned to conduct the assessment at each of PGSD member universities. The team consists of Instructional Specialist, Content Experts and ICT specialists. The responses are collected directly on site at the six universities in PGSD program.

Problem statement includes to what extend the access of ICT infrastructure and network facilities for lecturers support ICT based learning and to what extend the effectiveness of ICT infrastructure and utilization in PGSD program towards the ICT based learning. Respondents are all lecturers of the six universities members of PGSD program offering S-1 PGSD program, they are Universitas Negeri Semarang, Universitas Negeri Yogyakarta, Universitas Negeri Malang, Universitas Negeri Makassar, Universitas Pendidikan Ganesha, and Universitas Negeri Gorontalo.

Data was gathered from the lecturers of six universities in PGSD program. The total number of respondents was 93 (55 males and 36 females). The data distribution of age was 12 persons under 30 years; 42 persons between 30 to 50 years; and 39 persons over 50 years old. Educational level of these respondents was 23 persons S-1; 56 persons S-2; and 14 persons S-3. The length of using computer was also difference: 12 persons less than 1 year, 11 persons between 1–2 years, 7 persons between 3-4 years, and 56 persons more than 5 years. The data of lecturer’s capability in using ICT software particularly offices application such as word processing, spread sheet, power point, e-mail, internet, and statistical tools. The capability in using ICT software (office  applications) is categorized as capable is regarded as
good, very good and excellence while the rest are not capable.

The data analysis of PGSD program lecturer capability in using ICT software (office applications) indicates that the capability of lecturer in using word processing is relatively fair (43.8%), spreadsheet is very good (71%), power point is good (58.8%), e-mail is good (58%), internet is fair (29.3%), and statistical tool is fair (37.9%). Based on the observation and interview data in each university, the university generally has already had ICT infrastructure. The computers were already connected to the local network and internet. However, there was an exception that PGSD program did not have access to these equipment and facilities. This fact might be the cause of the lack of capability in using office applications in teaching and learning activities.
The use of ICT by lecturer of PGSD program in teaching and learning activities including teaching specific subject, finding and accessing information and educational materials, making
presentation and lecture, preparing lesson, communicating with students, and preparing reports. That it is still far from the target of the National Education Plan in 2009 that 80% of lecturer should have ICT literacy. In fact, only 20% of the lecturer used ICT in teaching specific courses and 31.4% used ICT in finding educational materials. In face-to-face lecturing, presentation of materials is important. By using good presentation, many things can be done effectively. Time consumption in writing on the white board can be reduced and students can focus their attention to the presentation. However, data shows that only 40.3% of lecturers used ICT in their class presentation. ICT can be utilized by lecturers in preparing their lessons. When the material is already prepared, lecturers can optimize the use of time in the class with the students. The data shows that only 27.9% of lecturers used ICT in preparing their lessons. In PGSD program, one mode in delivering course materials is by using e-mail. Lecturers should using e-mail in corresponding to their students or vice versa. However, only 24.3% of lecturer used ICT in communicating with students. As lecturers, they have to make reports for some activities, either for class activities or for research activities. It can be seen that only 25.8% of lecturer used ICT in preparing reports. The rest of  espondents probably just asked other people to write the reports for them.

As far as the ICT utilization in PGSD program is concerned, there are several improvement needed for lecturer, particularly the capability in ICT literacy, ICT software utilization, as well as integrated ICT based-education of the PGSD program. The PGSD program is still in the position of applying stages. This means that the lecturers and staffs of the universities of PGSD program have to learn more about how to use ICT. The ICT utilization of lecturers in PGSD program remains below average. Therefore, there will be a lot of training and motivation needed to improve ICT literacy for
lecturers as well as technical supporting in the implementation of ICT based learning. The ICT utilization should be focused on improving teaching and learning activities for PGSD program.

This result of the study concluded that lecturers of PGSD program have average capabilities in utilize the word-processing, Power Point, and spreadsheet, and email. The lecturers gradually developed the abilities to adapt the demand of ICT-based distance learning system, i.e.: utilizing internet to communicate to the distance learners and using the spreadsheet to manage large amount of data from the students’ assignments. The PGSD program necessitates for the lecturers to connect with students at anytime and anywhere. It means that each lecturer should develop capability in e-mailing and send the initiation materials to all students who participate in his/her course. They also need to develop the capability to utilize internet to help students in using the web-based course materials or to provide references to answer students’ questions.

In order to improve the ICT infrastructure and utilization in the PGSD program in the future, it is recommended that the program do as follows: (1) the ICT infrastructure including software, teleconference and web based learning facilities, should be upgraded according to the numbers of lecturer’s needs for implementing ICT based learning. (2) University’s staff for ICT specialists’ development, ICT instructional design development, ICT content based development should be added more. (3) Training and mentoring for S-1 PGSD lecturers and students in implementing and using ICT should be improved. (4) The utilization of ICT to support academic program, collaborative research, and to share the teaching experience of field experience practice should be distributed. (5) ICT literacy and English language capacity for lecturers, staff and students should be improved.


  • Brodjonegoro, S. S. (2006). Application of Regional Standards and Training Curriculum in the Context of Indonesia. National Training Program for Teacher Educators on ICT-Pedagogy Integration, JFIT Project, SEAMOLEC.
  • Gaible, Edmond, & Burns, M. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Washington, DC: infoDev / World Bank.
  • Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, pp. 121-140. Retrieved August 10, 2015 from
  • Lim, D. H., & Morris, M. L. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Educational Technology & Society, 12(4), pp. 282–293. Retrieved November 15, 2015 from
  • Pannen, P., Riyanti, D.R., & Pramuki, B.E. (2007). HYLITE Program: An ICT-based ODL for Indonesian Teachers Education. 11th UNESCO APEID Conference on Revitalizing Higher Education. Bangkok, Thailand.
  • Poon, J. (2013). Blended Learning: An Institutional Approach for Enhancing Students’ Learning
    Experiences. MERLOT Journal of Online Learning and Teaching, 9(2).
  • Tatang, M. A. (2007). Institutional Needs and Assessment of S1 Elementary School Education Program Develeopment Implementation and Use of ICT at UNY. International Workshop Strengthening Institutional Capacity in Elementary Teacher Education, July 30th – August 2nd, USINTEC-Universitas Negeri Jakarta.
  • UNESCO. (2003). Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integration for Improves Teaching and Learning, Final Report: 18-20 June 2003, Bangkok Thailand.
  • UNESCO. (2005). Regional Guidelines on Teacher  Development for Pedagogy-Technology Integration, Bangkok, Thailand.



9 Responses to “Journal : The Implementation of ICT based Education in Elementary Teacher Education (PGSD) in Indonesia”

  1. 1 Joko Trimulyo September 4, 2016 at 2:12 pm

    To.Mr.Dr.Adie E.Yusuf, MA.

    From : Joko Trimulyo
    Kelas.A.7.Program Doctoral Unpak

    I really agree what the presented Mr. Dr.Adie E.Yusuf , MA , published in the blog that , civilized world continues to change from day to day . The changes are in line with the rapid development of science and technology . Significant changes from the technology field is the field of information technology and communication technology . Both are inseparable partner and is often known as information and communication technology or ICT abbreviated .

    The development of information and communication technology can not be separated in human life so that automatically effect on all areas of life, one of which is education. Especially for Higher Education Study Programs PGSD.(Pendidikan Guru Sekolah Dasar)
    Influence the development of information and communication technology in education is huge. Paradigm in education has experienced a shift, from teacher centered (teacher-centered learning) to student centered (student-centered learning). In the old paradigm, teacher which is the source of information for students in the school environment. However, this paradigm began to shift so that it was students who are the subject of learning. Students can learn independently anywhere and at any time without having to be accompanied by a teacher. In addition, a shift also occurred from conventional learning toward learning-based modern or technological developments. In line with this, the world of education especially higher education that organizes PGSD.(Pendidikan Guru Sekolah Dasar), Requires innovation to constantly adapt to the development of information and communication technology.

    One of the efforts is through the utilization of information and communication technology in learning. For developed countries, the use of information and communication technology in learning is no longer a novelty. They have to first take advantage of information and communication technologies to improve the quality of education. Indonesia as a developing country, is still relatively new to the utilization of information and communication technology for learning or more commonly known as information technology-based learning and communication.
    However it must be appreciated because it proves that Indonesia is always working to improve the quality of education. Based learning information and communication technologies are basically relying on the use of information and communication technologies to meet educational needs. In the book Implementation Guide ICT-Based Learning in High School (Team 2011: 4) is a technology-based learning information and communication is a learning activity that is supported by information and communication technology infrastructure, using a learning management application, using the rules of governance established, and using digital content as material enrichment-face learning in the classroom.
    Many benefits can be obtained by education, especially higher education which organizes PGSD., By utilizing information and communication technology in learning. Information and communication technologies can improve the quality of education by opening wide access to scientific and technological information in relation to the implementation of effective education, quality, and fun. Learning by utilizing information and communication technology can also stimulate students ‘activity, increase the attractiveness of the students to the learning process so as to improve students’ motivation and attention. In addition, according to UNESCO searches, the benefits of information and communication technology in the education system as follows;

    There are five benefits that can be achieved through the application of information and communication technology in the education system : ( 1 ) facilitate and expanding access to education ; ( 2 ) improving educational equality ( equity in education) ; ( 3 ) improve the quality of learning ( the delivery of quality learning and teaching) ; ( 4 ) improve the professionalism of teachers ( teachers professional development) ; and ( 5 ) improve the effectiveness and efficiency of management, governance , and educational administration .

    Muhammad Sirozi, (2013) Seeing the many benefits gained from information and communication technology, the utilization of information and communication technologies in education require attention. There are three important components that need to be prepared to implement information technology-based learning and communication. The third component is the infrastructure, human resources (HR), as well as content and applications. Infrastructure needs to be prepared, among others, computer, intranet, internet access, LCD projectors, and other supporting devices. Components of human resources, among others, teachers, technology practitioners, and others. Preparation of human resources, especially teachers can do with equipping and training of teachers in order to have the ability to use information and communication technologies, particularly for learning activities. Then for the components of content and applications, for example, is an interactive learning media,
    e-learning, websites, and so on. These three components are important to cultivate because it affects the success of the application of information technology-based learning and communication. In addition to seeing great benefits, it is also necessary to consider the negative impact of the use of information and communication technology because it can not be denied that information and communication technologies also have a negative impact, especially for students. Some of the negative impacts that can be caused by information and communication technology in education, which students can become dependent on information and communication technology to become lazy to write, learn to count, and drawing, students may inadvertently access a site -site pornography if it is not accompanied by parents or teachers, can help reduce the social nature of the students because they tend to prefer to connect via the Internet or other communications technology rather than meet in person (face to face). After considering the negative impact of information and communication technology, expected the perpetrators education can be wise and careful in implementing information and communication technology in education. One important reason, namely that the implementation of information technology-based learning and communication not only focus on the hardware used in learning, but also on the skills and attitudes of students in using information and communication technology in order to use it wisely. It is given that education is not only the transfer of knowledge but also on developing the competence and character formation of students. In Indonesia, there are still many schools that do not implement technology-based learning information and communications due to many barriers and limitations.

    NPM : 073115015 Kelas A.7 Program Doctoral UNPAK

  2. 2 Performance Tech Adie September 5, 2016 at 3:51 am

    I agree with you pak Joko. But the main issue and challenge is how to eliminate the barriers and limitations of using ICT in our education system

  3. 3 hadi prahoro September 6, 2016 at 12:28 am

    Dear Pak Adie,
    Thank you for your Journal entitled “ The Implementation of ICT based Education in Elementary Teacher Education (PGSD) in Indonesia “, on how the application of ICT on education for the Primary student teacher in universities, which I think is quite impressive.
    Change is what certain in life, both individuals and organizations who are not ready to anticipate and manage changes will be left behind. The similar thing can happen in education and technology, especially where Information and Communication technology (ICT) has been very much accelerated.
    First, I would like to apologize to say, that it seems the data exposed in the journal has been mistaken or inaccurate. First, out of the 93 respondents, it was stated that it consists of 55 males and 36 females, which makes it 91, therefore it lacks of 2 respondents. Say that the 2 respondents are both males or females, it will show that 60% respondents are male and 40% are female. Second, from the length of using computer, the range being used is less than 1 year, 1-2 years, 3-4 years, and more than 5 years. The data does not include the 2-3 years and 4-5 years, was it meant to be: years? Third, the number of respondents in the length of using computer lacks of 7 respondents from the total, since 12+11+7+56 only makes 86 persons. Looking at how the distribution is not normal, should the lack of 7 persons be on the range of 3-4 years (3-5 years), that the distribution now becomes 12+11+14+56. Nevertheless, the data shows that there are more than 70% respondents have had the experience of using computer more than 3 years, with the rest to be 30% of respondents that have less than 3 years of using computer.

    On the other hand, based on the education level, the result is actually quite convincing with 75% respondents as S2 and S3 graduates, yet based on age it seems that almost half of respondents are more than 50 years (the baby boomer generation), while less than 15% are less than 30 years old (Y generation), and the rest to be X generation. Y and X generations are the generations that are quiet open to the development and utilization of ICT, while the previous generation tend to follow the ICT development less. No wonder the result of the study shows that the utilization of ICT in the teaching learning activity at PGSD as well as at the other 6 universities surveyed show “That it is still far from the target of the National Education Plan in 2009 that 80% of lecturer should have ICT literacy”.

    Another finding of the study is as follows:

    ICT Software % Capability Used ICT in : %
    Word Processing 43.8 Fair teaching specific course 20.0
    Spreadsheet 71.0 Very good finding material 31.4
    Power Point 58.8 Good presentation 40.3
    e-mail 58.0 Good preparing lessons 27.9
    Internet 29.3 Fair communicating with students 24.3
    Statistical Tool 37.9 Fair preparing reports 25.8

    The lecturers’ capabilities in using ICT software is actually quite good on spreadsheet, power point software and e-mail, while for word processing and statistical tool is rather low, which may have come from the way they just asked other people to write the reports for them, and the low result of internet capabilities, which may have come from that PGSD program did not have access to ICT equipment and facilities.

    In the meantime, the use of ICT in all activities tend to be very low, only the use of ICT in presentation achieves 40%, the rest is way lower than that. Looking at their ICT software capability, the percentage should have been higher. For instance, the use of ICT in teaching specific course could have been improved by utilizing their ability in using power point, and the use of ICT in finding material could have increased in accordance with the increase of utilizing internet and email, also the use of ICT in presentation could have been improved through the more optimum use of power point, and the use of ICT in preparing lessons could have been improved by utilizing word processing and power point more, while the use of ICT in communicating with students could have been increased by utilizing the ability to use email that has been good, as well as preparing reports that could have been improved by utilizing the ability in word processing, spreadsheet software and statistical tool. From the data above it seems that the low utilization of ICT in teaching learning activities in PGSD has not been caused by the low ability of using software but the low motivation to use the available ICT.

    According to me, what needs to be done by the universities, firstly, is to reinforce through the related kaprodi and dean of PGSD or FKIP that each lecturer has to make their own reports, of which will increase the ability of the lecturers to use word processing software and statistical tool, second, PGSD is given access to ICT equipment and facilities so that their ability in using the internet (from browsing etc.) will increase, and thirdly, require the lecturers to utilize their ability to the optimum, the use of ICT in the process of: started from finding materials, class preparation, teaching learning activity in class, to the process of writing reports. All these can be applied without having to invest new hardware and network.

    Yours sincerely,

    Hadi Prahoro
    NPM 073115012
    S3 – A7 – Unpak

  4. 4 denidar September 11, 2016 at 1:22 pm

    Dear Dr. Adi E Yusuf,M.A

    I would like to thank Dr. Adie E Yusuf, MA for the knowledge you shared about The Implementation of ICT based Education in Elementary Teacher Education, that has enlightened me so much regarding the topic. Your literature gave me an illustration on how important it is to include ICT in an education module, from elementary to higher level of education. The knowledge I had regarding this literature inspires me to persist on developing my ability on ICT field.
    By implementing this ICT method on student’s education module, both on the lecturer’s and the student’s end, one could adapt easier with the never-ending era progression, that is heading towards the direction of technological advancement.
    Digitalization that is perceived as a tool to reduce a teacher’s role could be a great challenge to the technological advancement in the education world. Inside the digital era, not only a teacher is expected to befriend the technological advancements especially ICT, but also every layer of society, which whether they realize or nor, have applied themselves on a technology-based society. Thus, a teacher as a printer of the upcoming generation is obliged to have a sufficient ICT skill, not only to be used on teaching agendas, but also to lead the students so they have no misleads regarding the use of technology.

    Deni D.A.R / S.3 A7 / 073 115 007
    Manajemen Pendidikan (S3) / Universitas Pakuan Bogor

  5. 5 Fuji Darunnajat September 19, 2016 at 6:56 am

    Yth. Dr. H.Adie E. Yusuf, M.A.
    Dengan hormat,
    Paparan Bapak di atas sangat menarik dan bermanfaat. Pemanfaatan ICT dalam pembelajaran di sekolah dasar adalah mengenai pentingnya teknologi dalam pemebelalajaran. Pendidikan yang baik adalah pendidikan yang dinamis dan mengikuti perkembangan zaman, dalam teknologi dan komunikasi. Menurut Rogers dalam Sumantri (2015:144) teknologi komunikasi adalah peralatan-peralatan perangkat keras, struktur organisasi, dan nilai sosial dimana individu mengumpulkan, memproses dan terjadinya pertukaran informasi dengan individu lain. Pendidikan yang menggunakan ICT memiliki dampak positif bagi siswa, pembelajaran akan lebih variatif dan siswa dapat memiliki pengalaman belajar yang berbeda, ICT merupakan media untuk melakukan kegiatan seperti pemrosesan, pengolahan, dan pemindahan informasi. Namun, di samping itu terdapat dampak negatifnya.
    Dampak positif pembelajaran yang menggunakan ICT
    a. Guru jadi lebih mudah dalam mengajar dan mudah menyampaikan materi dengan membuat presentasi-presentasi.
    b. Bagi siswa maupun guru pemberian dan penerimaan materi atau tugas tidak harus bertatap muka, jadi jika pengajar berhalangan hadir tetap dapat memberi tugas atau materi melalui e-mail.
    c. Dalam membuat laporan, baik bagi siswa maupun guru jadi lebih mudah karena jika menggunakan komputer akan lebih mudah untuk mengoreksi bila ada kesalahan.
    d. Dalam belajar, baik guru maupun siswa akan lebih mudah mencari sumber karena adanya internet.
    e. Pembelajaran menggunakan ICT bisa dibuat lebih menarik, dengan memunculkan gambar atau suara sehingga siswa lebih antusias untuk belajar.
    Dampak negatif pembelajaran menggunakan ICT
    a. Pembelajaran yang menggunakan ICT hanya bisa dilaksanakan oleh sekolah yang mampu, bagi sekolah-sekolah yang kurang mampu akan ketinggalan, dan siswanya akan kesulitan jika mereka masuk ke sekolah lanjutan di kota besar yang sudah sering menggunakan ICT.
    b. Setiap pelajar harus mendapat fasilitas yang sama, jadi dalam pembelajaran yang menggunakan komputer, setiap pelajarnya harus memakai satu komputer yang memadai, jika komputer yang dalam kondisi baik hanya sebagian, akan ada siswa yang hanya menonton, sehingga mereka tidak menguasai penggunaan komputer.
    c. Dalam pembelajaran, siswa-siswa yang tidak antusias dalam penerimaan materi sering kali lebih suka main game selama pembelajaran, sehingga mereka tidak konsentrasi dan tidak menerima materi yang diajarkan.
    d. Dalam pembelajaran yang menggunakan internet yang tidak dibatasi, sering kali pelajar menggunakan internet bukan untuk keperluan belajar, misalnya membuka situs youtube untuk menonton video dalam proses belajar.
    Fuji Darunnajat

  6. 6 Ari Rosandi September 20, 2016 at 8:47 am

    Dear Dr. H. Adi E Yusuf, M.A

    In my opinion, the use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Some research indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. It will be difficult to eliminate the barriers all above, but need some efforts to minimized. One can see that it is much easier to remove barriers by resolving and reducing the reasons for the occurrence of these barriers. But, the important points are educators, teachers, and school principals need to collaborate to overcome any of the obstacles and break down the above mentioned barriers to the meaningful integration of ICT into teaching and learning.

    Thank you


    Ari Rosandi
    Student of Doctoral Program in Education Management
    Pakuan University Bogor
    NPM 073115004

  7. 7 Nita Karmila September 21, 2016 at 12:34 am

    Dear Dr. Adie E. Yusuf, MA.

    Thank you for ur journal Sir…..

    For many years, technology is fast-growing and increasingly developed in all aspects. One of the aspect is education. In the past educators used to blackboard and chalk or whiteboard and markers to delivering the subject. But, now educators can use PowerPoint to present the subject. The developing countries and developed countries provides learning from distance. it means E-learning. The learning ways have changed, and automated application were noticeable due to the penetration of technology and computers in many different sectors. The face of education is constantly changing and it is important for educators to stay abreast of the many opportunities and possibilities that are available. However the use of technology has been used effectively and efficiently in education.

  8. 8 ADE SASTRAWIJAYA September 25, 2016 at 11:58 pm

    Dear, Mr. Dr.Adie E, Yusuf,MA

    Listen to the explanation in the journal above , we want to provide you with an overview opinion as follows :
    1. The pattern of ICT based education that is conducted on the primary teacher education institutions is very appropriate because it will revive the science of education in the institutions.
    2. The ICT based learning process can become self learning system (instructor independent), or also combined with the process of learning (face-to-face in Class) which rely on the presence of the lecturers (instructor dependent). Whatever shape it utilization in learning lead to change the tradition or culture of learning. In IT based learning, the role of the lecturer as “the-dead authority of knowledge” changed to become a facilitator for the students to interact with the various learning resources and with students find a variety of learning resources and the latest information in the field of his knowledge. In this case, lecturers and students is no longer possible to rely only on one of the learning resources. The learning resources in the IT policy-based learning is not only limited to the classroom one of the lecturers of text books, or source that there are in the environment education institution itself but the open across the institution, across countries and across time.
    3. The support of ICT infrastructure and various devices that required need to be increased from both sides of the budget policy and the availability of human resources.

    NPM 073115002

  9. 9 SYAHARUDDIN September 30, 2016 at 6:15 am

    NPM : 07113033
    KLS : S3/A.7

    Dear Mr. DR. Adie. E. Yusuf MA.

    Globalization era to be represent a challenging for everybody to improve the skills and experiences competetion specially fields of ICT. The triangle of based competency such us ; knowledge, attitudes,and skills, most inportant thing to increasingly the implementation of ICT based on to the Elementry Teacher Education (PGSD) in our country.

    As students of PGSD always being coached, “ how the way to use the ICT program in the teching process “. Many Teacher leverages in the country specially PGSD teachers didn’t know to use ICT. It’s minded, the Government of Republic of Indonesia need to give full attending to the candidate of PGSD students to learning and applicate the ICT. As the next young generation, PGSD students be able to teach the ICT programs towards next generation to build the younger generation in our country in education fields specialized for the basic elementry school teaching program. The students of PGSD have to master methods of ICT used to develope the knowledgement in the teaching process.

    Therefore, as incubator of skills and knowlegment, the ICT always facilitate each body to make easiest all the teaching and learning progress, whenever we use to develope skills and knowledgement, it suitables and has relationship with the caracteristic of decision support system what Alter (1980) mentioned in his koncept, such us ; designed specifically to facilitate decision processes, support rather than automate decision making and be able to respond quickly to the changing needs of decision makers.

    The ICT is one of the facilities support all the system in education to reach the subject as appraisal goals in this country. Enaough, I ask applogize if I have any mistakes for this articles.

    Best regards,
    NPM : 073115033

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