Learning Satisfaction as a Mediator of the Influence of Teachers' Digital Competence and Blended Learning on Student Academic Achievement in Junior High Schools in Rangkasbitung District, Banten Province
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.385Keywords:
teacher digital competence; blended learning; learning satisfaction; learning achievement; SEM PLSAbstract
This study aims to examine the direct and indirect effects of teachers' digital competence and blended learning on student academic achievement, mediated by learning satisfaction, in junior high schools within regions experiencing technological infrastructure disparities. Methodology: A quantitative associative approach with a cross-sectional design was employed. Participants comprised 143 teachers and 143 eighth-grade students from six public junior high schools in Rangkasbitung Sub-district, Lebak Regency, Banten Province, selected using proportionate stratified random sampling based on Slovin's formula. Data were gathered through a Likert-scale questionnaire triangulated with academic report card records, and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 3. Results: All eighty indicators were declared valid and reliable. Teachers' digital competence and blended learning both exerted significant positive effects on student learning satisfaction and academic achievement. Furthermore, learning satisfaction was proven to act as a partial mediator in both causal pathways. The structural model accounted for 66.8% of the variance in learning satisfaction and 71.2% of the variance in student academic achievement. Conclusion: Student academic achievement is determined more through the indirect enhancement of learning satisfaction than by the direct influence of teachers' digital competence or blended learning alone. Thus, learning satisfaction serves as a vital linking mechanism within the hybrid learning ecosystem at the junior high school level. Limitations: This study utilized a cross-sectional design, relied partially on self-reported data, and was restricted to six schools within a single sub-district; hence, generalizability to other contexts should be made with caution. Contribution: These findings provide valuable insights for local educational policymakers, school principals, and teachers in designing professional development and blended learning programs aimed at reinforcing student learning satisfaction. Additionally, it enriches the literature on digital education within the context of developing regions facing infrastructure constraints.
Downloads
References
Basilotta-Gomez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers' digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00286-7
Batubara, H. S., Riyanda, A. R., Rahmawati, R., Ambiyar, A., & Samala, A. D. (2022). Implementasi model pembelajaran blended learning di masa pandemi Covid-19: Meta-analisis. Jurnal Basicedu, 6(3), 4629 sampai 4637. https://doi.org/10.31004/basicedu.v6i3.2816
Boyraz, S. (2024). What digital competency tells us about e-learning satisfaction of pre-service teachers. European Journal of Education, 59(1), e12766. https://doi.org/10.1111/ejed.12766
Cahyani, A., Hanafi, S., & Nulhakim, L. (2022). Efektivitas media pembelajaran berbasis Android untuk meningkatkan hasil belajar peserta didik kelas VIII SMPN 22 Kota Serang. Jurnal Pendidikan, 17(2).
Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement. Frontiers in Psychology, 14, 1067778. https://doi.org/10.3389/fpsyg.2023.1067778
Cheng, B., Mo, Y., & Duan, W. (2023). Factors contributing to learning satisfaction with blended learning teaching mode. Frontiers in Psychology, 14, 1100346. https://doi.org/10.3389/fpsyg.2023.1100346
Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14 sampai S30. https://doi.org/10.1080/15391523.2021.1891998
Efriani, A., Randayani, F., & Husna, A. (2021). Kepuasan belajar mahasiswa dalam pembelajaran daring selama pandemi COVID-19. Jurnal Ilmiah Pendidikan dan Pembelajaran, 5(2), 265 sampai 274.
Firdaus, H. I., & Syah, M. F. J. (2025). Motivasi belajar siswa: Peran kepuasan belajar sebagai mediasi lingkungan belajar dan dukungan orang tua. Jurnal Didaktika, 14(4), 6295 sampai 6308.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95 sampai 105. https://doi.org/10.1016/j.iheduc.2004.02.001
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers' digital competence. Proceedings of the 11th International Conference on Computer Supported Education, 541 sampai 548. https://doi.org/10.5220/0007679005410548
Habibah, U. (2022). Kompetensi digital guru dan implikasinya terhadap kualitas pembelajaran di era industri 4.0. Jurnal Pendidikan Islam, 11(1), 87 sampai 102.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2 sampai 24. https://doi.org/10.1108/EBR-11-2018-0203
Han, F. (2023). Evaluating blended learning effectiveness: An empirical study using SEM. Frontiers in Psychology, 14, 1076743. https://doi.org/10.3389/fpsyg.2023.1076743
Howard, S. K., & Tondeur, J. (2023). Higher education teachers' digital competencies for a blended future. Educational Technology Research and Development, 71(1), 1 sampai 6. https://doi.org/10.1007/s11423-023-10211-6
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564 sampai 569. https://doi.org/10.1007/s11528-019-00375-5
Kementerian Kominfo, & Katadata Insight Center. (2023). Status literasi digital Indonesia 2022. Kementerian Komunikasi dan Informatika Republik Indonesia.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Neraca pendidikan daerah Kabupaten Lebak 2023. Kemendikbudristek.
Kobicheva, A. M., Moskvina, A. V., & Tokareva, E. Y. (2022). Academic performance predicted by satisfaction levels in blended context. Education and Information Technologies, 27(5), 6801 sampai 6817. https://doi.org/10.1007/s10639-021-10842-5
Made, I. P., Yadnya, I. B. P., & Dewi, N. L. P. S. (2023). Pengaruh kompetensi digital guru terhadap keterlibatan siswa dalam pembelajaran daring. Jurnal Teknologi Pendidikan, 25(1), 33 sampai 45.
Mahyudin, E. (2022). Peran guru dalam era digital: Tantangan dan peluang transformasi pembelajaran. Jurnal Ilmiah Pendidikan Dasar, 9(2), 112 sampai 125.
Martin, F., Wu, T., Wan, L., & Xie, K. (2022). A meta-analysis on the community of inquiry presences and learning outcomes in online and blended learning environments. Online Learning, 26(1). https://doi.org/10.24059/olj.v26i1.2576
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2023). Teachers' AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1), 137 sampai 161. https://doi.org/10.1007/s11423-023-10203-6
Ngongo, M., Nubatonis, A., & Benu, N. (2023). Pengaruh sarana pembelajaran digital dan kompetensi digital guru terhadap kinerja guru SMK Negeri 2 Kupang dengan motivasi berprestasi sebagai variabel intervening. Jurnal Manajemen Pendidikan dan Ilmu Sosial, 4(2), 456 sampai 468.
Ningsih, R., & Akhyar, M. (2024). Profil kompetensi digital guru SMP berdasarkan kerangka DigCompEdu di Indonesia. Jurnal Teknologi Pendidikan, 26(2), 88 sampai 102.
Pusat Data dan Teknologi Informasi Kemendikbudristek. (2022). Laporan hasil survei literasi digital guru Indonesia. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Rahmi, U., & Azrul, M. P. (2022). Desain dan implementasi blended learning: Integrasi teknologi dan pedagogi. Penerbit Andi.
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu (JRC Science for Policy Report No. JRC107466). Publications Office of the European Union. https://doi.org/10.2760/178382
Reyes, C. A. (2025). Digital competence of teachers and the academic performance of students in tertiary education. APCORE Online Journal, 3(1), 12 sampai 28.
Rohman, A. (2023). Teknologi sebagai medium koneksi emosional dalam pembelajaran blended: Peran guru sebagai fasilitator. Jurnal Pendidikan dan Kebudayaan, 8(1), 78 sampai 91.
Sari, D. P., & Nugroho, W. (2022). Pendekatan blended learning model class demonstration untuk mengatasi kesulitan belajar dan meningkatkan prestasi belajar fungsi kuadrat dan fungsi komposisi. Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika, 5(2), 113 sampai 131. https://doi.org/10.22373/jppm.v5i2.11529
Sitompul, H. (2022). Inovasi pembelajaran berbasis teknologi: Kolaborasi sebagai kunci penggerak perubahan pendidikan. Jurnal Teknologi Pendidikan Indonesia, 12(1), 1 sampai 15.
Sulianta, F. (2023). Literasi digital: Riset dan perkembangannya dalam perspektif social studies. Feri Sulianta.
Suliyanthini, D., Farida, U., & Fauziah, A. (2024). Pengaruh blended learning daring terhadap hasil belajar dan kepuasan mahasiswa. Jurnal Edukasi dan Multimedia, 6(1), 55 sampai 68.
Sulthoniyah, I., Nur Afianah, V., Afifah, K. R., & Lailiyah, S. (2022). Efektivitas model hybrid learning dan blended learning terhadap motivasi belajar siswa sekolah dasar. Jurnal Basicedu, 6(2), 2466 sampai 2476. https://doi.org/10.31004/basicedu.v6i2.2379
Syahid, A., Mustofa, M., & Rahayu, S. (2022). Kompetensi digital guru dan pengaruhnya terhadap kepuasan belajar siswa. Jurnal Ilmiah Pendidikan dan Pembelajaran, 6(3), 401 sampai 415.
Topala, I., & Tomozii, S. (2014). Learning satisfaction: Validity and reliability testing for students' learning satisfaction questionnaire (SLSQ). Procedia - Social and Behavioral Sciences, 128, 380 sampai 386. https://doi.org/10.1016/j.sbspro.2014.03.174
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens. Publications Office of the European Union. https://doi.org/10.2760/115376
Wiyono, B. B., Kusumawardani, R., & Maisyaroh. (2021). Blended learning implementation in Indonesian secondary schools: Challenges and solutions. Journal of Educational Technology and Society, 24(3), 112 sampai 126.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Siti Muzdalifah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
