The article was published in 2026 in the Jurnal Ilmiah Pendidikan Holistik (JIPH), Volume 5, Number 3, pages 227–244. SDN 2 Hikun was appointed to participate in the Google Reference School Candidate program through Letter Number B-233/DIKBUD/000.1.2.3/IV/2024 issued by the Tabalong Regency Education and Culture Office. The school also participated in a program benchmarking activity from June 10–12, 2024, at the Google Indonesia Pacific Office.
Digital Transformation Requires More Than Technology
The Google Reference School program is designed to encourage schools to integrate technology into teaching and learning activities. The technology involved includes Google Workspace for Education, Google Classroom, Chromebooks, and the Google Certified Educator certification program. Participating schools are also required to meet several conditions, including using at least 60 Chromebooks for two study groups, providing official training for all teachers, activating belajar.id learning accounts, and having at least 30 percent of teachers certified as Google Certified Educator Level 1.
However, the initial conditions at SDN 2 Hikun revealed a gap between the program’s requirements and the school’s implementation capacity. None of the teachers had obtained Google Certified Educator Level 1 certification. Teachers’ understanding of Google Workspace for Education was also still limited, while most teachers continued to rely on conventional, book-based teaching methods. The use of Google Workspace in learning activities remained limited. Additional challenges included inadequate internet speed and insufficient Chromebook-based learning facilities.
These conditions demonstrate that education digitalization is not simply about providing devices and platforms. Teachers also need the ability to transform technology into an effective learning strategy that places students at the center of the educational process.
Teachers Are Evaluated by How They Apply Technology
Hamdi, Irawanto, and Abdurahman focused their analysis on two teacher competency dimensions considered most relevant to the Google Reference School program: pedagogical competence and professional competence. Pedagogical competence relates to teachers’ ability to manage the learning process, while professional competence involves mastery of subject matter and the ability to plan, implement, and evaluate learning.
The researchers used a descriptive qualitative approach to understand conditions in the field. Data were collected through observations, interviews, and documentation. Informants included school representatives, a sixth-grade teacher, and a parent or guardian of a student. The analysis involved data collection, data reduction, data presentation, and conclusion drawing and verification.
The article does not explicitly state the overall period during which the research was conducted. Therefore, the June 10–12, 2024 period mentioned in the article refers specifically to the program benchmarking activity and should not be interpreted as the complete research period.
Pedagogical Competence Remains a Major Weakness
The most significant finding is that teachers’ pedagogical competence at SDN 2 Hikun was categorized as poor. Most teachers continued to use conventional teaching patterns and had not maximized Google Workspace for Education in classroom activities. Although the platform technically provides features that can support digital learning, teachers had not yet used them optimally.
This limitation means that technology has not yet produced substantial changes in students’ learning experiences. In practice, some teachers use only one or two Google Workspace features, primarily to assign tasks. Interactive learning materials and meaningful feedback remain limited. As a result, students perceive that digital learning is not significantly different from conventional face-to-face instruction.
In contrast, teachers’ professional competence was categorized as fairly good. Administratively, the school had met the minimum requirements of the program, while teachers had developed an understanding of the Google for Education ecosystem. Teachers had also received basic training in preparation for the Google Certified Educator Level 1 examination. Parents and school administrators responded positively to the program.
The findings reveal a gap between knowledge and practice. Teachers may understand the digital education ecosystem, but their ability to integrate technology into effective teaching practices has not developed evenly.
Three Major Obstacles to Digital Learning
The researchers identified three main challenges affecting the implementation of the Google Reference School program at SDN 2 Hikun.
First, inadequate infrastructure. Unstable internet connections and the lack of dedicated Chromebook-based learning spaces directly hinder digital learning. The program requires adequate infrastructure, including a minimum of 60 Chromebook units.
Second, limited technological literacy. Training alone has not ensured that teachers’ and parents’ digital skills develop continuously. Limited post-training mentoring makes it difficult to build consistent skills in using tools such as Google Classroom, Google Forms, and Google Drive.
Third, suboptimal platform utilization. Technology is more frequently used for basic functions, such as assigning tasks, rather than creating interactive and collaborative learning experiences or providing meaningful feedback to students.
Certification Must Be Followed by Mentoring
Hamdi, Irawanto, and Abdurahman recommend that teacher development should not stop at certification. Google Certified Educator Level 1 and Level 2 training should be accompanied by post-training mentoring so that teachers can apply their technological skills directly in classroom activities.
The school also needs to improve internet capacity and provide Chromebook-based learning spaces. The number of certified teachers should exceed the minimum threshold of 30 percent, while examples of work using Google Workspace should be developed and shared with other schools.
Communication with parents and other stakeholders is also considered essential. Schools should clearly explain the objectives, benefits, and practical use of digital technology, while conducting regular evaluations involving teachers, students, and parents. These evaluations should focus on learning effectiveness rather than simply fulfilling administrative requirements.
Lessons for Education Digitalization
The findings from SDN 2 Hikun demonstrate that the success of school digitalization depends heavily on the people who operate and integrate the technology. A sophisticated digital platform will not automatically produce better learning outcomes if teachers lack the pedagogical skills needed to incorporate it effectively into teaching.
For schools and local governments, the findings can serve as a reference for designing teacher development programs. Technology training should not focus solely on the number of participants or certificates obtained. It should be followed by practical implementation, mentoring, evaluation, and knowledge sharing among educators.
The researchers acknowledge that the study is limited to a single school and examines only pedagogical and professional competencies. Future studies are recommended to involve more Google Reference Schools in Tabalong Regency and other regions, use quantitative or mixed-method approaches, and include personality and social competencies.
Author Profiles
The authors’ academic degrees and specific areas of expertise are not provided in the available article, so this information has not been added to maintain factual accuracy.
Research Source
Hamdi, Muhammad Munawar Aulia, Irawanto, and Akhmad Abdurahman. “Analysis of Organizational Capacity of Public Schools in Adopting Educational Technology Innovation (Study at SDN 2 Hikun as a Google Reference School).” Jurnal Ilmiah Pendidikan Holistik (JIPH), Vol. 5, No. 3, 2026, pp. 227–244. DOI: 10.55927/jiph.v5i3.18.
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