Peran kompetensi digital-pedagogik guru dalam memfasilitasi pembelajaran kreatif berbasis teknologi

Abstract

The demands of Society 5.0 mean that a teacher's role can no longer be separated from the ability to integrate technology into teaching methods. This study highlights two key aspects: why digital-pedagogical competence is crucial for fostering creative learning, and how to strengthen this competence at the “Madrasah Ibtidaiyah” (Islamic elementary school) and general elementary school levels. A review of the literature reveals a clear shift in the teacher's role; teachers are now challenged to design learning experiences rather than merely deliver content. Tools such as Canva, animated videos, and artificial intelligence can certainly enliven the classroom—provided teachers understand when and for what purpose to use them. The challenge lies in the fact that while many teachers are adept at using digital devices for administrative tasks, they often struggle to transform them into learning activities that spark student creativity. Consequently, a one-off training session is insufficient. What is needed is ongoing support tailored to classroom realities, a school ecosystem that encourages experimentation, and a willingness on the part of teachers to engage in continuous learning. Only when these three elements are effectively integrated does digital-pedagogical competence become truly functional, rather than remaining merely a buzzword.