Pengaruh Literasi Digital dan Dukungan Organisasi Terhadap Kinerja Guru dengan Efikasi Diri Sebagai Variabel Mediasi di SD Kalam Kudus Pekanbaru
DOI:
https://doi.org/10.55583/jkip.v7i6.2712Keywords:
Literasi Digital, Dukungan Organisasi, Efikasi Diri, Kinerja Guru, Sekolah DasarAbstract
Era digital menuntut guru untuk mengintegrasikan teknologi ke dalam pembelajaran. SD Kalam Kudus di Pekanbaru menghadapi paradoks: kualitas pembelajaran yang stagnan dan kinerja guru yang menurun meskipun sekolah telah konsisten berinvestasi dalam perangkat teknologi dan pengembangan profesional. Situasi ini menunjukkan bahwa kemampuan teknis dan dukungan organisasi belum diterjemahkan ke dalam kinerja yang optimal. Studi ini bertujuan untuk menganalisis pengaruh literasi digital dan dukungan organisasi terhadap kinerja guru, baik secara langsung maupun melalui efikasi diri sebagai variabel mediasi, dalam lingkungan sekolah dasar swasta berbasis nilai-nilai Kristen. Studi ini menggunakan pendekatan kuantitatif eksploratif. Peneliti sengaja memilih lokasi penelitian berdasarkan relevansi fenomena tersebut. Mereka memilih seluruh guru (42 guru) di lokasi penelitian sebagai responden menggunakan pengambilan sampel jenuh. Mereka mengumpulkan data melalui kuesioner tertutup menggunakan skala Likert. Mereka mengolah data menggunakan teknik analisis kuantitatif yang relevan untuk menguji model dengan variabel mediasi. Studi ini mengungkapkan empat temuan utama. Pertama, literasi digital memiliki pengaruh langsung dan signifikan terhadap efikasi diri dan kinerja guru. Kedua, dukungan organisasi memiliki pengaruh langsung dan signifikan terhadap efikasi diri dan kinerja guru dan muncul sebagai prediktor paling dominan dalam model. Ketiga, efikasi diri secara signifikan berkontribusi pada kinerja, melengkapi kedua faktor anteseden. Keempat, efikasi diri memediasi pengaruh dukungan organisasi terhadap kinerja, tetapi tidak memediasi pengaruh literasi digital terhadap kinerja. Pola ini menunjukkan bahwa peran mediasi efikasi diri bersifat spesifik terhadap sumber pengaruhnya. Studi ini menyimpulkan bahwa peningkatan kinerja guru di era digital membutuhkan kombinasi kompetensi teknis, lingkungan kerja yang mendukung, dan manajemen efikasi diri profesional yang efektif. Kepala sekolah perlu memprioritaskan bimbingan kepemimpinan instruksional, pengakuan harian atas kontribusi guru, dan penciptaan lingkungan kerja yang aman untuk inovasi. Yayasan dan sekolah perlu mengevaluasi efektivitas pelatihan teknologi dan meningkatkan kebijakan beban kerja guru. Peneliti di masa mendatang disarankan untuk memperluas cakupan responden, menerapkan desain jangka panjang, menambahkan faktor kontekstual, dan menyempurnakan alat pengukuran efikasi diri untuk konteks digital.
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