Year: 2025 | Month: April | Volume: 12 | Issue: 4 | Pages: 357-367
DOI: https://doi.org/10.52403/ijrr.20250443
Phenomenological Study: Self-Efficacy and Understanding of Information Literacy in Elementary School Moving Teachers in Candimulyo, Magelang
Anisah1, Tri Joko Raharjo2, Sri Wardani3
1Department Master of Elementary Education, 2Postgraduated,
Semarang State University, Semarang, Indonesia.
Corresponding Author: Anisah
ABSTRACT
This study aims to explore the role of the driving teacher in building self-efficacy and understanding of information literacy in elementary schools. Using a qualitative approach with a phenomenological perspective, this study focuses on the experiences and views of Driving force Teachers in Candimulyo District, Magelang Regency. Data were collected through interviews, observations, and documentation involving Driving force Teachers from several elementary schools.
The results showed that Driving force Teachers improved students' creativity through various learning methods, including project-based approaches and challenging games. In addition, they utilized credible sources of information such as official government websites and educational applications to improve understanding of information literacy. Driving force Teachers also played an active role in establishing communication with parents to support student achievement through communication forums and WhatsApp groups.
This study concluded that driving teacher self-efficacy and information literacy contributed to improving the quality of learning in elementary schools. By utilizing innovative learning strategies and active involvement in the education community, Driving force Teachers were able to create a more effective learning environment and support optimal student development.
Keywords: self-efficacy, information literacy, Driving force Teachers, student creativity, elementary education.
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