The Utilization of ICT in Learning by Level of Education, Gender, and Teacher Employment Status

Today's learning is mostly implemented by ICT tools. This is very good for supporting an effective learning process, but on the other hand, it also creates problems. Teachers' mastery of ICT in learning is still doubtful. Some of the results of previous research indicate that teachers are not optimal in utilizing ICT in the learning process. The teacher's intensity in using ICT is of course influenced by many factors, both internally and externally. Based on this reason, this research was carried out. The purpose of this study is to examine the effect of education level, gender, and teacher employment status on the intensity and variety of teachers implementing ICT in the learning process. A comparative descriptive research design was used in this study. The research sample was taken from 786 teachers in Malang Raya through random sampling. Data were collected by questionnaires and documentation and analyzed using descriptive statistics and analysis of variance. The results showed that there were no differences in the intensity and variation of the utilization of ICT in the teaching process by teachers based on gender and teacher employment status. There are variations in the utilization of ICT by teachers in planning, implementing, and evaluating learning processes based on education level. These findings are discussed from a theoretical point of view and the results of previous studies.