Readiness of Primary School Teachers in the era of Digital Transformation: Study of technology utilization for Learning Evaluation Nur Hikmah (a), Tia Citra Bayuni (b*), Titin Sunaryati (c), Siti Haerunisa (d), Ulul Azmiati (e), Heny Oktavia (f), Heni Nuraini (g)
Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia.
Abstract
This study aims to analyze elementary school teachers^ readiness to utilize digital technology for learning evaluation. The focus is on the suboptimal use of technology and the gap between digital competence, facility support, and school policies. A quantitative descriptive design was employed using a Likert-scale questionnaire (1-4) with 25 statements across five indicators: digital competence, evaluation application use, infrastructure support, attitude and motivation, and policy and training support. Participants were 58 elementary school teachers from West Java and Central Java. Results showed the highest readiness percentages in digital competence (84%) and attitude/motivation (84%), followed by application use (80%), infrastructure support (81%), and policy/training support (77%). Although teachers exhibited positive attitudes and good basic competencies, obstacles remain in institutional support, internet access, and technical training. The study concludes that teacher readiness is generally high, but school policy reinforcement, continuous training, and adequate infrastructure are needed to optimize digital-based learning evaluation. This research contributes to developing teacher digital competence programs and digital transformation policies in basic education.
