PENGARUH TECHNOSTRESS DAN COMPUTER SELF EFFICACY TERHADAP KINERJA GURU SELAMA PEMBELAJARAN DARING
DOI:
https://doi.org/10.25273/equilibrium.v10i2.11073Keywords:
Technostress, Computer Self-Efficacy, Teacher PerformanceAbstract
Pandemi virus corona (Covid-19) di Indonesia memaksa aktivitas belajar mengajar tatap muka di sekolah dihentikan. Para siswa dan mahasiswa memanfaatkan gawai dan jaringan internet untuk mendapatkan materi pembelajaran dari guru di sekolah. Pembelajaran jarak jauh memiliki tantangan tersendiri yang harus dihadapi. Kreativitas para pengajar sangat dibutuhkan dalam pelaksanaannya sehingga para pendidik (guru) harus keluar dari gaya konvensional. Beban pelaksanaan pembelajaran daring tidak hanya dirasakan oleh siswa, tetapi juga oleh guru. Ketidakpastian berakhirnya Covid-19 memungkinkan terbentuknya stres dalam pembelajaran, terutama saat menggunakan media atau aplikasi pembelajaran online. Di tingkat pendidikan dasar hingga menengah di Indonesia, metode belajar-mengajar masih dilaksanakan dengan kombinasi online dan tatap muka di dalam kelas. Metode pembelajaran secara online dipandang baik untuk membangun kemandirian dan literasi teknologi baik untuk siswa dan guru dengan berbagai media atau aplikasi teknologi. Beban kerja untuk mencapai tujuan pembelajaran jarak jauh yang berlebihan dan ketidakamanan dalam penggunaannya dapat membentuk technostress, dan hal ini akan berdampak pada kinerja pengajaran. Selain itu, faktor lain yang diduga berpengaruh terhadap kinerja mengajar guru adalah penguasaan computer self-efficacy. Computer Self Efficacy merupakan persepsi bagi seorang guru mengenai kemampuan dirinya dalam menggunakan komputer untuk menyelesaikan tugas-tugasnya.
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