https://journal.mediadigitalpublikasi.com/index.php/saga <p>SAGA: Journal of Technology and Information Systems, a peer-reviewed academic international journal focused on technology and information systems research. Our journal publishes four issues (February, May, August, November) per year and welcomes submissions from researchers at all career levels and from any geographic location. Our journal is assigned the International Standard Serial Number (ISSN) <strong><a href="https://www.dropbox.com/s/fv4spht5rauy8zu/SK%20ISSN.pdf?dl=0" target="_blank" rel="noopener">2985-8933</a></strong>, which ensures the permanent availability and visibility of our journal in the scholarly community. Our scope includes, but is not limited to, information systems, computer science, data management, artificial intelligence, cybersecurity, and business intelligence. We strive to promote diversity and inclusivity in our editorial process.</p> CV. Media Digital Publikasi Indonesia en-US SAGA: Journal of Technology and Information System 2985-8933 https://journal.mediadigitalpublikasi.com/index.php/saga/article/view/566 <p>This study investigates the digital competence of Penggerak School teachers at SD Negeri 3 Cakul, Trenggalek Regency, through the Technological Pedagogical Content Knowledge (TPACK) framework, focusing on Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). Using a qualitative case study approach, data were gathered through in-depth interviews, classroom observations, and documentation analysis involving eight teachers. Results indicate that TK scores ranged from 84% to 92%, reflecting good to excellent command of digital devices and applications, despite unstable internet connectivity in this rural setting. PK competence was demonstrated through varied instructional strategies, technology-integrated class management, and holistic assessment approaches. CK competence showed comprehensive mastery of curriculum-aligned subject matter, contextualised with students' daily lives, and enriched through validated digital sources. Collectively, these three foundational domains underpin effective TPACK integration. The findings validate the TPACK framework in the Indonesian primary school context and suggest that digital competence development depends not only on infrastructure but also on collaborative learning culture and instructional leadership.</p> Bambang Eko Basuki Dian Septi Nur Afifah Fajar Hendro Utomo Muhammad Anasrulloh Copyright (c) 2026 Bambang Eko Basuki, Dian Septi Nur Afifah, Fajar Hendro Utomo, Muhammad Anasrulloh https://creativecommons.org/licenses/by-sa/4.0 2026-03-17 2026-03-17 3 4 519 526 10.58905/saga.v3i4.566 https://journal.mediadigitalpublikasi.com/index.php/saga/article/view/567 <p>This study aims to analyze the effects of Computer-Based Test (CBT) utilization, digital literacy, and internet access on Grade V students’ Science and Social Studies (SASS) learning outcomes in public elementary schools in Ngunut District during the 2025/2026 academic year, both partially and simultaneously. The study employed a quantitative approach with an explanatory ex-post facto design. The population consisted of 587 students, and 233 respondents were selected using proportional random sampling with a 5% margin of error (Slovin formula). Data were collected through a 39-item Likert-scale questionnaire and documentation of students’ SASS achievement scores. Multiple linear regression analysis was conducted after fulfilling classical assumption tests, including normality, multicollinearity, heteroscedasticity, and linearity. The findings indicate that CBT utilization (β = 0.173; p = 0.018) and digital literacy (β = 0.432; p &lt; 0.001) have positive and significant effects on learning outcomes, with digital literacy identified as the most dominant predictor. Internet access (β = 0.114; p = 0.176) does not have a significant partial effect. However, simultaneously, the three independent variables significantly influence learning outcomes (F = 58.871; p &lt; 0.001). The coefficient of determination (R² = 0.435) shows that 43.5% of the variance in learning outcomes is explained by the model. These findings highlight that digital literacy competence is a key determinant in optimizing technology-based learning in primary education.</p> Syamsul Huda K Kadeni Ajar Dirgantoro Imam Sukwatus Suja'i Copyright (c) 2026 Syamsul Huda, K Kadeni, Ajar Dirgantoro, Imam Sukwatus Suja'i https://creativecommons.org/licenses/by-sa/4.0 2026-03-17 2026-03-17 3 4 527 533 10.58905/saga.v3i4.567