Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era

Technology readiness is a condition where students are prepared to support the success of online learning during the COVID-19 pandemic. Good technology readiness will support learning and have an impact on student learning outcomes. This study aimed to determine the influence of fourth grade elementary school students' technology readiness on their online learning outcomes in the new normal era. The current research was conducted using a quantitative method through a survey on 93 elementary school students in Kretek District, Bantul, Yogyakarta, Indonesia. Samples were taken randomly using an incidental system from all fourth grade elementary school students with a population of 122 students. The technology readiness data were collected using a closed-ended questionnaire containing 20 statements, while data on learning outcomes were gathered from the students' final exam results. Data analysis was conducted using descriptive and inferential statistics. The results showed that technology readiness had a positive influence on student learning outcomes. Hypothesis testing using a simple linear regression test revealed that at a significance level of 0.000 (< 0.05), the t-calculated (8.496) > t table (1.701). Thus, it can be concluded that technology readiness has a significant effect on fourth grade students' learning outcomes in the new normal era. It can be concluded that technology readiness has a significant effect on the learning outcomes of fourth grade students in the new normal era. The aspect of technology readiness supports students' ability to manage digital learning resources, digital platforms, and learning devices. The learning process using digital learning resources will run optimally and have an impact on the achievement of learning outcome. © 2023, Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.

Conceptual Model of Differentiated-Instruction (DI) Based on Teachers' Experiences in Indonesia

Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia's graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the best practice to realize it. This study aims to construct a conceptual model of differentiated instruction based on the experiences of junior high school teachers in Indonesia through phenomenological studies. The number of participants in this study was 12 people selected through the purposive sampling method. Data collection is enacted through in-depth individual interviews. This study indicates that the conceptual model of differentiated learning is learning that provides opportunities for students to walk on their tracks;it also provides learning that emphasizes students' physical and mental welfare and safety in the learning process. Teachers who comprehend and understand the philosophy of progressive education would possibly realize the concept of differentiated learning, which places students as empowered learners.

The role of information technology on the online learning success based on self-regulated learning data

Strategies in Covid-19 mitigation positively acquire changes in individuals' conduct. Teachers and students hurry to vary their interaction using online learning. In online learning, where learning control is higher in students, self-regulated learning or SRL becomes a fundamental issue to check. This research could be a quantitative descriptive study to elucidate how the SRL profile of scholars in Covid-19 emergencies. The information was gathered using Google Form. The SRL questionnaire covers four subscales: planning (5 items), monitoring (6 items), controlling (6 items), and reflecting (5 items). Profile of SRL is grouped at high, moderate-low, and low SRL compared to the common SRL of all students. However, students as an entire tend to own quite high SRL. So it is often expected that students won't encounter learning problems by using online learning. © Published under licence by IOP Publishing Ltd.