Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era




Teachnology readiness, online learning, learning outcome


Technology readiness is a condition where students are prepared to support the success of online learning during the COVID-19 pandemic. Good technology readiness will support learning and have an impact on student learning outcomes. This study aimed to determine the influence of fourth grade elementary school students’ technology readiness on their online learning outcomes in the new normal era. The current research was conducted using a quantitative method through a survey on 93 elementary school students in Kretek District, Bantul, Yogyakarta, Indonesia. Samples were taken randomly using an incidental system from all fourth grade elementary school students with a population of 122 students. The technology readiness data were collected using a closed-ended questionnaire containing 20 statements, while data on learning outcomes were gathered from the students’ final exam results. Data analysis was conducted using descriptive and inferential statistics. The results showed that technology readiness had a positive influence on student learning outcomes. This can be seen from the normality significance value of Technology Readiness (0.188) and of Learning Outcomes (0.399), which are greater than 0.05. Similarly, the linearity test showed that technology readiness and learning outcomes had a linear relationship (0.638 > 0.05). Hypothesis testing using a simple linear regression test revealed that at a significance level of 0.000 (< 0.05), the t-calculated (8.496) > t table (1.701). Thus, it can be concluded that technology readiness has a significant effect on fourth grade students’ learning outcomes in the new normal era.


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How to Cite

Maryani, I., Latifah, S., Fatmawati, L., Erviana, V. Y., & Mahmudah, F. N. (2023). Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era. Pegem Journal of Education and Instruction, 13(2), 45–49.