Determinants of learning quality: Examining the synergistic contributions of pedagogical competence, digital literacy, and learning resource utilization among high school teachers in Indonesia

Abstract

This study investigates the determinants of learning quality through the synergistic contributions of pedagogical competence, digital literacy, and learning resource utilization among public senior high school teachers in Indonesia within the implementation of Indonesia's Kurikulum Merdeka. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and Open Systems Theory, the study addresses a significant scientific gap regarding the limited empirical validation of how these three variables collectively contribute to learning quality in post-pandemic and suburban educational ecosystems. A quantitative correlational design was employed involving 294 teachers selected through proportional random sampling from 27 public senior high schools in Serang Regency, Banten Province, Indonesia. Data were collected using validated psychometric instruments and analyzed using Spearman’s rank correlation and multiple linear regression analysis. Instrument testing demonstrated satisfactory psychometric properties with Cronbach’s Alpha values ranging from 0.895 to 0.975, Composite Reliability (CR) values above 0.70, and Average Variance Extracted (AVE) values exceeding 0.50. The findings revealed significant positive relationships between pedagogical competence and learning quality (ρ = 0.552, p < 0.001), digital literacy and learning quality (ρ = 0.527, p < 0.001), and learning resource utilization and learning quality (ρ = 0.460, p < 0.001). Simultaneous regression analysis produced a statistically significant model (F = 71.640, p < 0.001) with R = 0.652 and R² = 0.426, indicating that the three predictors collectively explained 42.6% of the variance in learning quality. Digital literacy emerged as the strongest predictor (β = 0.368, p < 0.001), followed by pedagogical competence (β = 0.285, p < 0.001) and learning resource utilization (β = 0.244, p < 0.001). The findings suggest that learning quality is strengthened through the combined influence of pedagogical expertise, digital competence, and effective resource utilization. The study extends the application of Open Systems Theory and the TPACK framework by demonstrating how pedagogical, technological, and organizational dimensions jointly contribute to learning quality within developing-country educational systems. The findings further support integrated teacher professional development and resource management policies to facilitate sustainable educational transformation in Indonesia.