Improving Human Resource Performance Through Professional Competence Moderated by Digital Literacy

Abstract

This study aims to examine the influence of professional competence and digital literacy on human resource performance and to examine digital literacy as a moderating variable. The research model was tested on 174 public and private junior high school educators in Mijen District, Semarang City, under the jurisdiction of the Semarang City Education Office. The research instrument was a questionnaire measuring three main variables: professional competence, digital literacy, and human resource performance. The sampling method used purposive sampling, and the data were analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The analysis results indicate that: (1) professional competence has a positive and significant effect on human resource performance; and (2) digital literacy also has a positive and significant effect on human resource performance. Furthermore, digital literacy, as a moderating variable, significantly impacted the relationship between professional competence and human resource performance. The R-square value indicates that the combination of professional competence and digital literacy moderately explains variations in human resource performance. The implication of this study is the importance of improving the professional competence of educators, accompanied by the development of digital literacy. Mastery of information technology, digital literacy skills, and skills in creating and managing digital information are crucial for supporting the effective implementation of educators' duties. Practical recommendations include improving technology-based training programs and integrating digital approaches into human resource development systems. This research can contribute to the development of human resource management theory, particularly in educational organizations.