TEACHERS’ PERCEPTIONS OF DIGITAL PEDAGOGICAL PRACTICESFROM: EXAMINING ENGLISH TEACHERS’ DIGITAL PEDAGOGICAL COMPETENCE IN SENIOR HIGH SCHOOLS

Muhibuddin Muhibuddin

doi:10.63754/jcn.v4i2.227

Authors

Muhibuddin Muhibuddin STIKES Medika Nurul Islam, Sigli, Indonesia

DOI:

https://doi.org/10.63754/jcn.v4i2.227

Keywords:

English Teacher, Teacher competencies, Teacher perceptions, Technology integration

Abstract

Integrating digital technology into student-centered English language instruction enhances the learning process and student engagement. This study aims to analyze the perceptions and competencies of secondary school English teachers regarding the implementation of digital pedagogy, as well as the impact on instructional practices in Aceh Province. The study utilizes qualitative data obtained through interviews with five English teachers who have experience using digital tools in classroom instruction; these informants participated voluntarily. Data analysis was conducted using the Miles and Huberman method. The results indicate that while teachers view digital pedagogy as beneficial for learning, their basic digital skills remain limited. Teacher perceptions and competencies significantly influence digital pedagogy practices, with competence exerting a greater impact. Qualitative findings reveal issues such as anxiety, skill gaps, and infrastructure barriers—specifically limited access to electricity, the internet, and devices. Consequently, there is a need for professional development and adequate infrastructure support.

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