From Access to Instructional Design: Indonesian Senior High School Students’ Digital Pedagogy Experiences, Barriers, and Improvement Priorities

Septi Purfitasari, Masrukhi Masrukhi, Titi Prihatin, Sungkowo Edy Mulyono

Abstract


School-based digital pedagogy has expanded rapidly, yet prior research has often examined it through access, platforms, or adoption rather than through an integrated account of students’ experiences, barriers, instructional support, and improvement priorities. This study investigated digital pedagogy among 403 students in Grades 10, 11, and 12 at a public senior high school in Central Java, Indonesia, selected through random sampling from a population of 1,173 students. A cross-sectional descriptive survey was conducted within a convergent mixed-methods design using a questionnaire that combined closed-ended and open-ended items; the closed-ended instrument showed acceptable internal consistency (Cronbach’s alpha = 0.82). Quantitative data were analysed using descriptive statistics, multi-response analysis, ranking analysis, and composite scores, while qualitative responses were analysed through open, axial, and selective coding. The findings showed that students had strong baseline access, with smartphone use reaching 99.3% and personal device ownership 98.5%, but participation remained predominantly mobile-based and was constrained by unstable connectivity, limited quota, workload pressure, and technical problems. Digital pedagogy was mainly organised around videos, assignments, presentations, and quizzes, whereas discussion-based and simulation-rich activities were much less common. Students generally experienced digital pedagogy as functional but not yet strongly transformative across implementation exposure, perceived benefit, obstacle, and instructional support. Open-ended responses identified access to materials and relearning as the most helpful experience, while connectivity and access problems emerged as the most disruptive barriers. The study concludes that improving school digital pedagogy requires not only stronger infrastructure but also clearer instructional design to convert access into meaningful and equitable learning experiences.

Keywords


digital pedagogy; student experience; mobile learning; digital learning barriers; instructional design

Full Text:

PDF
rticle

References


A’yun, Q., Awalluddin, & Hasan, A. M. (2024). Optimizing digital pedagogy in education: Exploring human resource management approaches. Mimbar Ilmu, 29(3), 492–499. https://doi.org/10.23887/mi.v29i3.90051

Adhikari, B. P. (2023). The impact of dimensions of e-learning on the successful implementation and development of digital pedagogy in Nepalese higher-level educational institutions. OCEM Journal of Management, Technology & Social Sciences, 2(2), 15–55. https://doi.org/10.3126/ocemjmtss.v2i2.54229f

Afonso, A. P., Carvalho, I. C., Bidarra, J., Morgado, L., & Rocha, M. A. (2025). Improve teachers’ innovative digital skills across Europe. Etic Net Revista Científica Electrónica De Educación Y Comunicación En La Sociedad Del Conocimiento, 25(1), 1–30. https://doi.org/10.30827/eticanet.v25i1.31247

Ashiq, M., Rehman, S. U., Yousaf, A., & Safdar, M. (2023). Exploring the use of mobile technologies for learning: An empirical study of library and information science (LIS) students. Digital Library Perspectives, 39(4), 604–619. https://doi.org/10.1108/dlp-04-2023-0032

Barche, A., Nayak, V., Pandey, A., Bhandarkar, A., Nayak, S., & Nayak, K. (2022). Student perceptions towards online learning in medical education during the COVID-19 pandemic: A mixed-methods study. F1000Research, 11, 979. https://doi.org/10.12688/f1000research.123582.1

Baynit, M., Mnyanyi, C., & Msoroka, M. (2025). The influence of instructors employed digital pedagogies on students’ learning outcomes: The case of selected higher learning institutions in Tanzania. Afr. Quarterly S.S. Review, 2(1), 148–159. https://doi.org/10.51867/aqssr.2.1.12

Bello, L. K. (2023). Exploring the acceptance of instructional videos to bridge knowledge gaps in physical geography among senior secondary school students in Oyo State Nigeria. Amjd, 12(2), 153–167. https://doi.org/10.59568/amjd-2023-12-2-15

Bentri, A., & Hidayati, A. (2023). Improving digital pedagogy competence through in-service training for elementary school teacher. Journal of Physics: Conference Series, 2582(1), 012064. https://doi.org/10.1088/1742-6596/2582/1/012064

Bình, B. H. V., & Sơn, S. N. Q. (2025). Chuyển đổi số trong giáo dục đại học ngoài công lập: Từ đổi mới công nghệ đến đổi mới sư phạm. T. Chí KH Trg. ĐH Trưng Vương, 1(3). https://doi.org/10.64223/tvj.p2025.v1.i3.a45

Butler, T. (2024). A critical review of digital technology in education: A pause for thought in 2024. https://doi.org/10.31235/osf.io/5q8vg

Chen, X., & Chan, S. (2024). Implementing digital pedagogy in TVET: A connectivist perspective. Vocat Tech Edu, 1(2). https://doi.org/10.54844/vte.2024.0595

Chmyr, V., Корєхов, А., ПСЬОЛ, С., & Partyka, S. (2024). Fostering digital transformations in military engineering education: Introduction of a technology-enhanced learning environment. Problems of Education in the 21st Century, 82(2), 162–185. https://doi.org/10.33225/pec/24.82.162

Chong, R. D. S. (2025). Is peerScholar a reflexive pedagogy platform? MLS Educational Research, 9(1). https://doi.org/10.29314/mlser.v9i1.4033

Cochrane, T., Birt, J., Cowie, N., Deneen, C. C., Goldacre, P., Narayan, V., Ransom, L., Sinfield, D., & Worthington, T. (2020). A collaborative design model to support hybrid learning environments during COVID19. https://doi.org/10.14742/ascilite2020.0119

Daclan, M. D. (2025). Leveraging connectivity to bridge learning gaps in basic education: A resource-based approach. Cognizance Journal of Multidisciplinary Studies, 5(10), 105–118. https://doi.org/10.47760/cognizance.2025.v05i10.011

Devlin, N., Slade, A., McCutcheon, P. K., & Brown-Wilson, P. C. (2024). Nursing students, nursing lecturers and practice staff’s understanding on an ePortfolio and the impact on students’ self-efficacy: Protocol of a mixed method study. https://doi.org/10.21203/rs.3.rs-3934644/v1

Duwal, B. R. (2023). Factors affecting the online learning outcomes of higher educational institutions in Nepal. International Research Journal of Management Science, 8(1), 57–70. https://doi.org/10.3126/irjms.v8i1.60695

Dũng, T. M., Nguyen, T.-N.-C., Bui, H. N., Nguyen, H. T., Le, K. T., Truong, K. L. G., Tran, N. T., Vo, N. K., & Nguyen, T. T. (2023). Mobile learning in mathematics education: A systematic literature review of empirical research. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2268. https://doi.org/10.29333/ejmste/13162

Elvsaas, I., Myrhaug, H., Garnweidner‐Holme, L., Kasper, J., Austvoll‐Dahlgren, A., & Molin, M. (2024). Using health claims to teach evidence-based practice to healthcare students: A mixed methods study. F1000Research, 13, 224. https://doi.org/10.12688/f1000research.146648.1

Fan, A. (2024). Driving digitalization: Action research to innovate pronunciation pedagogies by building a virtual voice laboratory. International Journal of Second and Foreign Language Education, 3(1), 27–55. https://doi.org/10.33422/ijsfle.v3i1.708

Gikundi, J., Mutegi, R. G., & Riechi, A. R. (2023). The effectiveness of learner support services in blended learning and its influence on quality of education in Kenya’s public universities. Journal of Education and Practice, 14(33). https://doi.org/10.7176/JEP/14-33-11

Golikova, T., & Tarasova, A. (2023). Online communication in EFL classes to foster prospective global engineers’ complex e-intercultural communication competence. https://doi.org/10.21203/rs.3.rs-2723066/v1

Guo, J., Huang, F., Yong-qiang, L., & Shao-mei, C. (2020). Students perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic: A study in Chinese rural secondary schools. Journal of Pedagogical Research, 4(4), 475–483. https://doi.org/10.33902/jpr.2020063786

Hilliger, I., Astudillo, G., & Baier, J. A. (2023). Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic. Journal of Engineering Education, 112(3), 796–815. https://doi.org/10.1002/jee.20525

Jia, S., Du, J. T., & Hui, Y. (2024). Towards a comprehensive framework for digital inclusion: A comparison of international measurements. Aslib Journal of Information Management. https://doi.org/10.1108/ajim-06-2024-0494

Jiang, Y., Ruan, X., Feng, Z., & Jiang, P. (2023). Teachers’ perceptions of online teaching do not differ across disciplines: A survey. Sustainability, 15(4), 3569. https://doi.org/10.3390/su15043569

Konstantinidou, A., & Nisiforou, E. (2022). Assuring the quality of online learning in higher education: Adaptations in design and implementation. Australasian Journal of Educational Technology, 38(4), 127–142. https://doi.org/10.14742/ajet.7910

Lavidas, K., Athanassopoulos, S., Priovolou, K., Lappa, A., & Voutsina, L. (2020). Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies. Ανοικτή Εκπαίδευση: Το Περιοδικό Για Την Ανοικτή Και Εξ Αποστάσεως Εκπαίδευση Και Την Εκπαιδευτική Τεχνολογία, 15(2), 114. https://doi.org/10.12681/jode.21990

Li, M., Shi, T., Chen, J., Ding, J., Gao, X., Zeng, Q., Zhang, J., Ma, Q., Liu, X., Yu, H., Lu, G., & Li, Y. (2024). The facilitators and barriers to implementing virtual visits in intensive care units: A mixed-methods systematic review. Journal of Evaluation in Clinical Practice, 30(8), 1684–1716. https://doi.org/10.1111/jep.14042

Linford, P., & Sim, K. N. (2023). Pedagogically driven digital education for diverse people and deeper partnerships. Ascilite Publications. https://doi.org/10.14742/apubs.2023.516

Livermon, S., Michel, A., Zhang, Y., Petz, K., Toner, E., Rucker, M., et al. (2025). A mobile intervention to reduce anxiety among university students, faculty, and staff: Mixed methods study on users’ experiences. PLOS Digital Health, 4(1), e0000601. https://doi.org/10.1371/journal.pdig.0000601

Locke, K., Ellis, K., & Wolf, K. (2024). Auditory learner. M/C Journal, 27(2). https://doi.org/10.5204/mcj.3029

Loh, Y. A., & Chib, A. (2021). Reconsidering the digital divide: An analytical framework from access to appropriation. Information Technology & People, 35(2), 647–676. https://doi.org/10.1108/itp-09-2019-0505

Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and readiness of online learning pedagogy: A transition to COVID-19 pandemic. European Journal of Open Education and E-Learning Studies, 5(2). https://doi.org/10.46827/ejoe.v5i2.3321

Marques, M., & Pombo, L. (2021). The impact of teacher training using mobile augmented reality games on their professional development. Education Sciences, 11(8), 404. https://doi.org/10.3390/educsci11080404

Masripah, Anisah, A. S., & Usman, A. T. (2025). Bridging divides in digital pedagogy: A narrative review of emerging tools and inclusive practices. Eduscape, 3(1), 13–27. https://doi.org/10.61978/eduscape.v3i1.932

Mishra, D. (2025). Blended learning and flipped classroom strategies for 21st century teacher education: Pedagogical innovations in the digital age. Vidya - A Journal of Gujarat University, 4(2), 330–335. https://doi.org/10.47413/es2d8g22

Morgado, L., Coelho, A., Beck, D., Gütl, C., Cassola, F., Baptista, R., Zeller, M. V., Pedrosa, D., Cruzeiro, T., Cota, D., Grilo, R., & Schlemmer, E. (2023). Inven!RA architecture for sustainable deployment of immersive learning environments. Sustainability, 15(1), 857. https://doi.org/10.3390/su15010857

Mustafa, M. O. A. (2025). Building a digital learning culture: Strategic educational leadership in smart school ecosystems. Jrem, 4(1), 12–21. https://doi.org/10.71392/jrem.v4i1.88

OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en

Omarsaib, M. (2024). Integrating a digital pedagogy approach into online teaching: Are academic librarians at universities of technology in South Africa prepared? Information and Learning Sciences, 126(3/4), 192–213. https://doi.org/10.1108/ils-01-2024-0012

Online Learning Management System. (2024). International Research Journal of Modernization in Engineering Technology and Science. https://doi.org/10.56726/irjmets51725

Pappa, D., Pawlowski, J. Μ., Clements, K., & Sotiriou, S. (2023). Technostress in distance learning: The Positive Learn project. https://doi.org/10.36315/2023v2end110

Prosen, M., & Ličen, S. (2025). Evaluating the digital transformation in health sciences education: A thematic analysis of higher education teachers’ perspectives. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07420-3

Rosiva, S. S., Kuswandi, D., & Soepriyanto, Y. (2022). Readiness toward m-learning implementation during pandemic COVID-19: Secondary high school teachers and students perception in Indonesia. Jurnal Penelitian Ilmu Pendidikan, 15(2). https://doi.org/10.21831/jpipfip.v15i2.47594

Seleke, Z. (2024). ICT enhanced approaches for student centred learning: A case of accounting education pedagogy implementation at a selected university in South Africa. Journal of Education and Learning Technology, 9–23. https://doi.org/10.38159/jelt.2024521

Shaikh, Z. (2023). Integration of digital pedagogy and development of holistic learning ecosystem for students: The teachers’ perspective. International Journal of Educational Reform, 35(1), 275–298. https://doi.org/10.1177/10567879231193729

Sharma, R. (2025). Synchronized adoption framework to overcome barriers in EdTech implementation. International Journal for Multidisciplinary Research, 7(5). https://doi.org/10.36948/ijfmr.2025.v07i05.57807

Simelane-Mnisi, S., & Mokgala-Fleischmann, N. (2022). Training framework to enhance digital skills and pedagogy of chemistry teachers to use IMFUNDO. https://doi.org/10.5772/intechopen.102003

Sinyinza, P. B. (2025). Challenges and barriers faced by stakeholders in the implementation of blended learning in Temeke Municipality, Tanzania. Journal of Teaching Learning & Curriculum, 1(2), 370–382. https://doi.org/10.61227/jtlc.v1i2.239

Sugiyanto, S., Muryani, C., & Ni’matussyahara, D. (2024). Strengthening student empathy in GeoCapabilities: Digital learning innovations and pedagogical strategies for disaster mitigation. Contemporary Educational Technology, 16(3), ep521. https://doi.org/10.30935/cedtech/14913

Tsekhmister, Y. (2022). Effectiveness of practical experiences in using digital pedagogies in higher education: A meta-analysis. Journal of Higher Education Theory and Practice, 22(15). https://doi.org/10.33423/jhetp.v22i15.5567

Vallee, K. (2023). Student experience of and reactions to online learning on Facebook. Crossing Borders: Student Reflections on Global Social Issues, 5(2). https://doi.org/10.31542/d7r22g06

Yu, Q., Gou, J., Li, Y., Pi, Z., & Yang, J. (2023). Introducing support for learner control: Temporal and organizational cues in instructional videos. British Journal of Educational Technology, 55(3), 933–956. https://doi.org/10.1111/bjet.13408




DOI: https://doi.org/10.20961/ijpte.v10i1.116892

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Septi Purfitasari, Masrukhi Masrukhi, Titi Prihatin, Sungkowo Edy Mulyono

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

  

International Journal of Pedagogy and Teacher Education

Print ISSN: 2597-7792
Online ISSN: 2549-8525
Website: https://jurnal.uns.ac.id/ijpte/index
Email: ijpte@mail.uns.ac.id
Published by: Faculty of Teacher Training and Education, Universitas Sebelas Maret
Ir. Sutami Street, No. 36A, Surakarta, Jawa Tengah Indonesia