The level of understanding towards teachers competency among elementary school in urban areas of Yogyakarta

Abstract

The development of the education system is one of the major factors used in assessing the success of national development. The process of teaching and learning is one of the determining factors in the development of an education system. Efforts that can be made in creating and improving human resources can be pursued through education (Suryarahman & Hastuti, 2014;Wilson, 2014). One who plays the main role in the world of education is teachers. Teachers become agents of change in determining the fate of young learners with their future. Elementary School Teachers particularly have a big role in improving the quality of education of the students. Elementary teachers are expected to be able to make changes, especially to arouse the students' enthusiasm in learning, which ultimately leads to a learning success (Okeke & Mtyuda, 2017). Therefore, there's a strong call for the elementary teachers' competence so that these teachers can improve the quality of education, make changes, and develop their professionalism in teaching (Ball, 2000;Day, 2002). A teacher in digital era is someone regarded as the one who is consciously responsible for educating, teaching, and guiding the students in and outside the school to become human beings useful to the nation and state (Amin, 2016;Hamalik, 2008;Wiretna et al., 2020). Teachers are professional educators whose main tasks are of educating, teaching, guiding, directing, training, evaluating, and assessing the students in the context of formal, basic, and even secondary education. The rapid development in the world of education requires teachers to have professional abilities and to master a variety of abilities or competencies as they enable them to carry out their tasks successfully.

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

“…The low level of basic competencies in rural education indicates the low quality of rural schools (Yuli, Ghufron & Haryanto, 2021). These include limited internet access, inadequate electricity availability and insufficient technology resources.…”