Professional Competence of Indonesian Language Lecturers in Technology-Integrated Teaching: A Study at Universitas Buana Perjuangan Karawang
TL;DR
Analysis of lecturers' professional competence in technology-based Indonesian Language learning at Universitas Buana Perjuangan Karawang indicated positive practices in content mastery, resource updating, contextualization, and the development of digital materials.
Abstract
Digital technology has transformed higher education practices, but how it strengthens lecturers' professional competence in Indonesian Language learning remains underexplored. Previous studies have mainly focused on technology adoption and digital competence rather than on how lecturers demonstrate disciplinary mastery, develop materials, and integrate research through technology-based learning. This study aimed to analyze lecturers' professional competence in technology-based Indonesian Language learning at Universitas Buana Perjuangan Karawang. A multimethod qualitative-descriptive design with supplementary survey data was employed. Participants consisted of five lecturers selected purposively and 40 students selected based on their learning experience. Data were collected through observations, interviews, documentation, and questionnaires, then analyzed descriptively and qualitatively. The findings indicated positive practices in content mastery, resource updating, contextualization, and the development of digital materials. Questionnaire results showed positive student perceptions of mastery of the material (92.5%), current issue presentation (92.5%), and material relevance (92.5%), with students selecting "always" or "often." Qualitative evidence showed that technology use supported learning delivery but varied in depth of integration. The findings are limited to one institutional context and are not statistically generalizable. This study contributes insights for developing discipline-oriented technology integration in lecturer professional development.