Digital Competence in High School: Physics Teachers’ Priorities and Implementation

Abstract

Digital competence is essential in the Indonesian independent curriculum, yet many teachers, particularly in physics, lack emphasis on integrating these skills in teaching. This study examines high school physics teachers’ practices and priorities for digital competence implementation. A survey was conducted with 53 physics teachers from 11 public and 14 private high schools in Gowa district, focusing on digital competence areas prioritized and those deemed less critical. Findings show that teachers rank digital content creation, communication, and collaboration as primary digital competences, while evaluation, problem-solving, and security are often deprioritized. No significant difference in digital competence prioritization was observed across grade levels (X, XI, and XII) or between public and private school teachers. Most teachers report using implicit approaches to integrate digital skills, especially in digital content creation. This study underscores the need to enhance digital competence in physics teaching, suggesting that targeted digital training and curriculum support could improve teaching quality.