IMPROVING TEACHER COMPETENCE THROUGH THE UTILIZATION OF THE STUDYSTACK APPLICATION IN MUKTIWARI VILLAGE, CIBITUNG, BEKASI REGENCY
Keywords:
Communitu, Digital Competenc, SrudyStack, TeacherAbstract
The era of digital technology integration in education presents new challenges for teachers. The objective of this study program is to improve teacher competency through the use of the StudyStack application at MI Nurul Islam, Muktiwari Village, Cibitung District, Bekasi Regency, Indonesia. The program involved 25 teachers and was implemented through six interrelated stages: needs assessment, professional training, guided practice, mentoring, classroom implementation, and reflective evaluation. Data were collected through observation, documentation, and questionnaires. The findings revealed that teachers' abilities to develop interactive learning activities and integrate digital technology into classroom learning have improved through StudyStack-based training activities. Participants responded very positively to the program. These findings suggest that professional development programs that combine practical training, mentoring, and classroom implementation can effectively strengthen teacher competency and support sustainable digital learning practices in schools.
References
Abakah, E. (2023). Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. International Journal of Educational Research Open, 4, 100242. https://doi.org/10.1016/J.IJEDRO.2023.100242
Alptekin, Z., & Taneri, A. (2025). Technology ıntegration in pedagogical processes: digital competence and teaching practices of primary school teachers in Turkey. Discover Education, 4(1). https://doi.org/10.1007/S44217-025-00646-9
Arsyad, M., Fitroh, I., & Arifin, M. S. (2024). Transforming 21st Century Education: Analysing the Implementation of Technology in Teaching and Learning. Jurnal Ilmiah Edukatif, 10(2), 332–341. https://doi.org/10.37567/JIE.V10I2.3423
Asterhan, C. S. C., & Lefstein, A. (2024). The search for evidence-based features of effective teacher professional development: a critical analysis of the literature. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2283437
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. https://doi.org/10.3389/FEDUC.2025.1518602/TEXT
Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2018). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education, 44(1), 120–139. https://doi.org/10.1080/19415257.2017.1306789
Chigbu, B. I., Ngwevu, V., & Jojo, A. (2023). The effectiveness of innovative pedagogy in the industry 4.0: Educational ecosystem perspective. Social Sciences & Humanities Open, 7(1), 100419. https://doi.org/10.1016/J.SSAHO.2023.100419
Coghlan, D., & Brydon-Miller, M. (2014). Participatory Learning and Action. The SAGE Encyclopedia of Action Research, 601–603. https://doi.org/10.4135/9781446294406
Efremova, N., & Huseynova, A. (2021). The impact of digital technology on learning motivation and learning modes. E3S Web of Conferences, 273. https://doi.org/10.1051/E3SCONF/202127312083
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/J.SUSOC.2022.05.004
Heine, S., Krepf, M., & König, J. (2023). Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review. Education and Information Technologies, 28(4), 3711–3738. https://doi.org/10.1007/S10639-022-11321-Z/TABLES/4
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
Leahy, S. M., Holland, C., & Ward, F. (2019). The digital frontier: Envisioning future technologies impact on the classroom. Futures, 113. https://doi.org/10.1016/J.FUTURES.2019.04.009
LoCasale-Crouch, J., Davis, E., Wiens, P., & Pianta, R. (2012). The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality. Mentoring & Tutoring, 20(3), 303. https://doi.org/10.1080/13611267.2012.701959
Maimun, M., & Hakim, M. V. F. (2021). Teacher Professional Development Needs in Using Digital Technology for Quality of Education. AL-ISHLAH: Jurnal Pendidikan, 13(2), 907–912. https://doi.org/10.35445/ALISHLAH.V13I2.642
Marnoko, M. (2025). Strategies for Developing Teacher Professional Competence in the Era of Digital Transformation in Education: A Literature Review. Indonesian Journal Education, 4(4), 129–135. https://doi.org/10.56495/IJE.V4I4.1354
McDiarmid, G. W., & Zhao, Y. (2023). Time to Rethink: Educating for a Technology-Transformed World. ECNU Review of Education, 6(2), 189–214. https://doi.org/10.1177/20965311221076493
Mwesigwa, F., & Nakato, N. (2025). Mentorship in Teacher Education Programs: A Review of Practices, Outcomes, and Challenges. Acta Pedagogia Asiana, 5(1), 15–29. https://doi.org/10.53623/APGA.V5I1.679
Oh, J. H., Tygret, J. A., & Mendez, S. L. (2024). The benefits of being a mentor teacher in a teacher residency program. International Journal of Mentoring and Coaching in Education, 13(2), 214–229. https://doi.org/10.1108/IJMCE-06-2023-0048
Pesina, R. (2026). The Impact of Mentoring Programs on Teacher Development: A Longitudinal Qualitative Analysis of a North Texas School District’s Mentoring Initiative. New Horizons in Adult Education and Human Resource Development. https://doi.org/10.1177/19394225251396208
Prajapati, A. (2025). Transforming education: the revolutionary impact of information and communication technology in 21st century classrooms. Vidya - a journal of gujarat university, 4(2), 408–415. https://doi.org/10.47413/KSY5Q983
Rahimi, R. A., & Oh, G. S. (2024). Rethinking the role of educators in the 21st century: navigating globalization, technology, and pandemics. Journal of Marketing Analytics, 12(2), 182–197. https://doi.org/10.1057/S41270-024-00303-4
Salehi, S., Dehghani, M., Azimi, E., Javadipour, M., Salehi, K., & Narenji Thani, F. (2025). Associated variables with digital competence of teachers: a systematic review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2576135
Shvets, T., Kuzmenko, D., Motuz, T., Moiseienko, I., & Pasichnyk, L. (2024). The role of mentoring in the professional development of teachers. Multidisciplinary Science Journal, 6. https://doi.org/10.31893/MULTISCIENCE.2024SS0201
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2025). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480/SUPPL_FILE/SJ-DOCX-1-RER-10.3102_00346543231217480.DOCX
Sosa-Díaz, M. J., Sierra-Daza, M. C., Arriazu-Muñoz, R., Llamas-Salguero, F., & Durán-Rodríguez, N. (2022). “EdTech Integration Framework in Schools”: Systematic Review of the Literature. Frontiers in Education, 7. https://doi.org/10.3389/FEDUC.2022.895042
Tondeur, J., Trevisan, O., Howard, S. K., & van Braak, J. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education, 232, 105262. https://doi.org/10.1016/J.COMPEDU.2025.105262
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/S11251-014-9340-7/TABLES/1
