Digital Literacy of Secondary School Principals in General, Islamic, and Vocational Schools
DOI:
https://doi.org/10.31958/jaf.v13i2.16089Keywords:
Digital Literacy, School Principal, Secondary SchoolAbstract
Digital literacy in this study is conceptualized based on the European Commission’s Digital Competence Framework for Citizens (DigComp), which includes five dimensions: information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. This study aims to examine differences in the digital literacy levels of secondary school principals based on age, gender, school organizer status, school location, frequency of ICT training, and availability of ICT facilities. A comparative quantitative approach was employed using area-proportional random sampling. The population consisted of 188 high school principals in Klaten Regency and Surakarta City, with 30 principals selected as the research sample. Instrument validity was tested using product-moment correlation, and data were analyzed using a t-test at a 5% significance level. The results reveal that age has a significant effect on principals’ digital literacy, with younger principals demonstrating higher levels (sig = 0.00). In contrast, no significant differences were found based on gender (sig = 0.265), school organizer status, public or private (sig = 0.109), or school location, urban or rural (sig = 0.442). Although principals who attended ICT training 1–2 times per year showed higher literacy levels, the difference was not statistically significant (sig = 0.852). Likewise, the availability of ICT-supportive facilities did not significantly influence digital literacy levels (sig = 0.650). These findings suggest that age remains the dominant factor influencing principals’ digital literacy, while institutional and contextual factors show limited impact.
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