Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

Abstract

The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java. To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research. Based on the characteristics of the variables, a survey using a 7-point Likert scale questionnaire was conducted. This research was purposely administered to 162 teachers from 54 VHSs at 27 cities/regencies in West Java. The Partial Least Square Structural Path-Modeling (PLS-PM) was used to test the hypotheses. The research outcomes revealed that the knowledge management processes and knowledge sharing have a positive effect on teacher literacy skills. Information literacy is important for building literacy skills, but achievement is relatively low. The teacher needs to align these skills with more appropriate directions so that teachers’ literacy skills in the learning process can be more effective.

The Impact of Knowledge Management Processes on Teachers’ Digital Skills

“…As for hypothesis H1, the results show that all knowledge management processes can contribute to equipping educators with digital competencies to meet the challenges of the fourth industrial revolution and to transfer these competencies to their students. This study confirms recent research showing that knowledge management processes can promote teachers' acquisition of digital competencies (Silamut & Petsangsri, 2020;Sobandi A. et al, 2021).…”

“…Knowledge management processes can also be used as an alternative strategy by schools to help teachers equip themselves with relevant skills for 21st century challenges (Chu et al, 2011;Alshehri & Cumming, 2020). In particular, they can promote teachers' acquisition of digital literacies (Silamut & Petsangsri, 2020;Sobandi A. et al, 2021). Based on the preceding discussion, Hypothesis 1 was formulated as follows: H1: Knowledge management processes have a positive impact on teachers' digital skills H1a: Acquisition process has a positive impact on teachers' digital skills H1b: Storage process has a positive impact on teachers' digital skills H1a: Distribution process has a positive impact on teachers' digital skills H1a: Use process has a positive impact on teachers' digital skills…”

“…In order to incorporate digital competencies into the educational process, measures are needed to encourage teachers (Rahim et al, 2019). The acquisition of digital competencies is influenced by teachers' personal skills as well as other external factors such as knowledge management processes (Sobandi A. et al, 2021). Therefore, this study aims to investigate whether knowledge management processes can be used as an alternative strategy by schools to equip teachers with the necessary digital competencies to meet the upcoming challenges of the fourth industrial revolution.…”

The role of knowledge management and sharing in cooperatives practices toward National Economic Recovery in the COVID-19 pandemic era

“…Process aspects of Knowledge and sharing refer to the KP which was supported by the role of the platform ( 22 ), it is also explained that the formal KP affects structural capital but is not significant in the development of human and relational capital which is an interesting finding from ( 23 ). Furthermore, it is explained that knowledge sharing has a positive effect on teacher literacy skills ( 24 ). Then, it is complemented by the results of a paper which states that knowledge sharing is a key factor in knowledge-based innovation and a stimulating task for management disciplines worldwide during the COVID-19 pandemic ( 25 ), corroborated by the statement that knowledge sharing is a part of the KMP ( 26 ).…”

Komik Cetak Kontekstual Muatan IPS dan Pengaruhnya terhadap Kemampuan Literasi Siswa Kidal Kelas IV SD

“…Literasi sedini mungkin juga penting untuk ditananamkan pada peserta didik khususnya dalam bentuk konsep konkret dan bermakna (Suniyasih et al, 2020). Sekolah sebagai lembaga pendidikan hendaknya membina berbagai jenis literasi fungsional agar siswa dapat menjadi manusia yang literat dengan kemampuan mengembangkan fungsi pribadi dan sosialnya, serta guru perlu menyelaraskan keterampilan literasi tersebut dengan arahan yang lebih tepat agar keterampilan literasi guru dalam proses pembelajaran dapat lebih efektif (Nurgiyantoro et al, 2020;Sobandi et al, 2021). Selain itu, juga ditemukan korelasi signifikan antara minat baca serta motivasi berprestasi dengan hasil belajar ilmu pengetahuan sosial siswa (Verawati et al, 2020).…”