Indonesian Journal of Instructional Media and Model Volume 4, Issue 1 (2022), pp. 11-19 | p-ISSN: 2686-0708, e-ISSN: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2754| 11 Analysis Of Teachers Characteristics With High Internet Self-Efficacy Levels Using The K-Means Algorithm Eka Budhi Santosa Educational Technology Study Program, Universitas Sebelas Maret, Surakarta, Indonesia E-mail: ekabudhisantosa@staff.uns.ac.id* *Coresponding Author Article History: Received May 2, 2022; Accepted May 27, 2022; Published May 30, 2022 ABSTRACT The purpose of this study was to see the readiness of teachers in conducting online learning. The characteristics of the teachers collected in this study were gender, generation, last education, teacher tenure, learning environment and variations of online learning models. This study used the K-Means algorithm for clustering. The dataset used in this study were 96 junior high school teachers in Central Java with high level of internet self-efficacy. The dataset of teachers with high level of internet self- efficacy was obtained from the results of data analysis on 285 junior high school teachers with various levels of internet self-efficacy, both high, medium and low. The results of the K-Means analysis obtained 8 clusters with various characteristics of each cluster. The data attributes analyzed were gender, generation, last education, teacher tenure, learning environment and variations of online learning models. The results showed that in all data clusters were dominated by female gender with a bachelor educational background. Meanwhile, the relatively more dominant characters in all clusters were generation X data, teacher tenure between 11 and 20 years, supportive learning environment, and data on the use of varied learning models. Keywords: K-Means, Teacher characteristics, Online learning. Copyright © 2021 The Author(s) This is an open access article under the CC BY-SA license. INTRODUCTION During the Covid-19 pandemic, learning is focused on online learning models. There are many advantages and disadvantages of the online learning model in each context. However, online learning is accepted as part of a common learning strategy. So that in post-pandemic conditions the online learning model remains a maintained part. The use of the blended learning model is a realistic choice for teachers to optimize learning (Jr, 2011; Hung & Chou, 2015). However, there are still many teachers who are reluctant or unable to properly organize online learning. It is due to one of the reasons of the low digital skills of teachers. Internet self-efficacy (ISE) is a belief system in one ability to organize and carry out the activities using the Internet to produce certain achievement targets (Santosa & Sarwanta, 2021). It is a potential factor to explain the success of teachers in conducting online classes. Based on its characteristics, ISE is divided into two types, namely general Internet self-efficacy and website-specific Internet self-efficacy (Hsu & Chiu, 2004). The level of internet self-efficacy of a teacher is determined by the attitude and psychological factors of each teacher (Moos &