The Influence of Teacher's Knowledge of Educational Technology and Infrastructure on Learning Quality Through the Digital Competence of State Elementary School Teachers in Motaain

Maria Ricenda Bau; Fajar Supanto; Syaiful Arifin

doi:10.55927/esa.v5i1.204

Authors

Maria Ricenda Bau Universitas Merdeka
Fajar Supanto Universitas Merdeka
Syaiful Arifin Universitas Merdeka

DOI:

https://doi.org/10.55927/esa.v5i1.204

Keywords:

Knowledge of Educational Technology, Facilities and Infrastructure, Digital Competence, Learning Quality

Abstract

This study examines the effect of teachers' educational technology knowledge and school infrastructure on learning quality, mediated by digital competence, in Motaain's public elementary schools. Using a quantitative approach, data from 168 teacher respondents were analyzed via PLS-SEM with SmartPLS. Results show that both technology knowledge (β=0.301, p<0.001) and infrastructure (β=0.284, p<0.001) significantly enhance digital competence, which in turn positively impacts learning quality (β=0.412, p<0.001) and fully mediates the relationship. The findings highlight that digital competence is the strongest predictor of learning quality, underscoring the need for targeted development of teacher digital skills, supported by adequate knowledge and facilities, especially in border region schools.

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