SAGA: Journal of Technology and Information System

Analysis of Digital Competence of Teachers of Leading Schools Based on TPACK: A Case Study at SD Negeri 3 Cakul

Bambang Eko Basuki — 2026-03-17

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.

The Effect of Computer-Based Test (CBT) Utilization, Digital Literacy, and Internet Access on Grade V Students’ Science and Social Studies (SASS) Learning Outcomes

Syamsul Huda — 2026-03-17

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 < 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 < 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.

Development of Android-Based Interactive Media KaLoT on Cultural Diversity and Local Wisdom

Arin Eko Yulianto — 2026-03-26

The availability of interactive learning media determines the success of educational processes, especially in implementing the Merdeka Curriculum. This study was motivated by low learning interest (mean 53.9%) and IPAS learning outcomes (mean 68.5; below the KKTP of 75) among fourth-grade students at SD Negeri 1 Nglebo, Trenggalek, attributable to limited instructional media. This study developed the Android-based interactive learning application "KaLoT" (Keragaman Budaya memuat Kearifan Lokal Trenggalek), integrating national cultural diversity with Trenggalek local wisdom. The Research and Development (R&D) methodology with the ADDIE model was employed, involving 14 students (SD Negeri 2 Suruh) for small-group trials and 23 students (SD Negeri 1 Nglebo) for large-group trials. Data were collected via expert validation sheets, teacher response questionnaires, classroom observation sheets, learning interest questionnaires, and HOTS-based pre-test/post-test assessments, analyzed using quantitative descriptive analysis and N-Gain. Results demonstrated: (1) very high validity at 93.85%; (2) very high practicality averaging 93.46%; and (3) effective improvement of learning outcomes with N-Gain of 0.71 (small group), 0.75 (Class IVA), and 0.66 (Class IVB), with learning interest rising from 53.5–55.8% to 91.0–93.2%. The study concludes that "KaLoT" is valid, practical, and effective for IPAS learning in Grade IV elementary school.

Development of Interactive Learning Media Based on Deep Learning of Solar System Materials

Anasika Rahayu — 2026-03-26

Development of Interactive Learning Media ‘METTA’ Based on Deep Learning Approach on Solar System Material. This study aims to develop interactive learning media ‘METTA’ (Getting to Know the Solar System) based on Articulate Storyline with a Deep Learning approach on Solar System material for Grade VI at SD Negeri 2 Suruh. The research used the Research and Development (R&D) method with the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The validation results showed that the media was very feasible, with a material expert score of 95.45%, media expert score of 97.2%, and language expert score of 91.7%. The practicality of the media was very high based on the responses of 98.33% of teachers and 83.9% of students. The effectiveness test results showed a significant increase in learning outcomes, with an N-Gain of 0.75 (high category). The METTA media was declared highly valid, practical, and effective.

Digital Literacy, Technological Facility Provision, and Learning Motivation as Determinants of Social Studies Engagement and Society 5.0 Readiness Among Indonesian Madrasah Students

Agung Mustofa — 2026-03-26

This study examines how the availability of technology-based instructional facilities and students' digital literacy competencies shape Social Studies (Ilmu Pengetahuan Sosial/IPS) learning engagement and preparedness for the Society 5.0 paradigm, while concurrently exploring the moderating and mediating functions of learning motivation within these relationships. A quantitative, cross-sectional survey design was adopted, drawing a stratified proportional random sample of 111 junior secondary students from MTs Darunnajah Trenggalek, Indonesia, for the 2024/2025 academic year. Data collection employed a closed-response Likert instrument comprising 144 items across five theoretical constructs, and analysis was conducted through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0 with 5,000 bootstrap resamples. Findings confirm that both technology-based facility provision and digital literacy competency exert statistically significant positive influences on IPS learning engagement and Society 5.0 preparedness. Digital literacy emerged as the strongest direct predictor of student readiness (β = 0.288, p = 0.001), whereas facility availability demonstrated the greatest impact on intrinsic learning motivation (β = 0.412, p < 0.001). Learning motivation functioned as a meaningful moderator across all four predictor-to-outcome pathways and additionally served as a partial mediator between facility provision and student readiness (β = 0.185, T = 3.450, p = 0.001). The composite R² values for the endogenous constructs ranged from 0.585 to 0.658, reflecting adequate model explanatory power. These results collectively underscore that deliberate investment in digital infrastructure and literacy cultivation, reinforced by systematic nurturing of motivational dispositions, constitutes an evidence-based pathway for enhancing the quality and future-readiness of Social Studies education in Indonesian Islamic secondary school contexts.