Digital Literacy: Perceptions of Primary School Teacher Education Students

Nopitasari,; Adi, Banu Setyo; Riyanto, Sugeng; Murti, Rahayu Condro

doi:10.23887/jisd.v7i1.48400

Cited by 3 publications

(1 citation statement)

References 51 publications

(55 reference statements)

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“…The importance of digital skills in the 21st century, it is necessary to monitor the development of each individual's digital literacy skills and to know this requires the right instrument. The digital literacy instruments that have been developed so far are not explicitly intended for elementary school students, for example, for teachers (Lestari et al 2022;Nopitasari et al 2023) , college students (Lukitasari et al 2022) and middle-class students (Febliza dan Okatariani 2020;Pratiwi dan Pritanova 2017). Therefore, an appropriate instrument is needed to measure digital literacy skills specifically for elementary school children.…”

Section: Introductionmentioning

confidence: 99%

How to Assess Digital Literacy Skills of Elementary School Students?

Suwanto,

Lestari

2024

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Students need digital literacy skills to face the 21st century, so teachers must monitor the development of their digital literacy skills. Therefore, instruments are needed to monitor digital literacy skills, but the instruments currently available have not taken into account the psychological, cognitive, and psychomotor development of elementary school children, even though they have limitations in accessing digital devices and limited vocabulary. These problems prompted the need for instrument development using the modified Tiagarajan 4-D development model, Difine, Design, and Development. Instrument development criteria must meet the validity and practicality of the instrument. The instrument was prepared using the Google Form platform, consisting of 13 statements in the form of a Likert questionnaire and 22 statements in the form of an essay test. Qualitative data were analyzed by data collection, data reduction, data presentation, and data verification, while descriptive statistics and item analysis analyzed quantitative data. The instrument design was validated by five validators with a validation level of 3.4, which was declared valid, although the instrument had to be revised. Then the instrument trials were carried out and the quality of the instruments was obtained with a validity level of 19 questions declared valid, 3 quite valid, and 3 very valid, while the Reliability Level was 0.885 for the questionnaire and 0.871 for the test instrument. At the same time, the level of practicality of the instrument was obtained from the teacher's response to the instrument at 76.1 or practical. Even though it meets practical, valid, and effective criteria, apart from having to present it through digital devices, attention needs to be paid to the ability to use symbols and tools and at a minimum must fulfill information skills, digital tools usage, and digital transformation.

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Section: Introductionmentioning

confidence: 99%

How to Assess Digital Literacy Skills of Elementary School Students?

Suwanto,

Lestari

2024

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How Can We Better Comprehend the Disposition of Elementary School Students towards Advanced Mathematical Thinking?

Nadya Dewinda Agustin,

Mohamad Syarif Sumantri,

Arita Marini

2024

JERE

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Conventional mathematics teaching methods emphasize speed and accuracy, creating unnecessary pressure and often inaccurately measuring children's achievements. This research aims to build a framework, systematically examine students' affective areas, especially mathematical dispositions, and analyze the urgency of Advanced Mathematical Thinking (AMT). This research is a comprehensive investigative or exploratory mixed methods research using data triangulation. The subjects involved in this research were 80 elementary school students. The data collection method used was a questionnaire. In addition, this study combined open-ended questions and random narratives that captured participants' perspectives on mathematics learning. The data analysis technique uses qualitative and quantitative descriptive analysis. The research results show that teachers must consider students' various cognitive, emotional and psychomotor capacities and constraints during the educational process. This can be done using appropriate learning activities and methodologies, such as individual assignments and exploratory learning that adapt to students' abilities. Additionally, using narrative-based summative assessments can be an appropriate approach for educators to identify and analyze the specific needs of their students. This research implies the importance of considering students' psychological and emotional factors in designing effective mathematics learning strategies.

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Digital Text Books Based Multi Application: Does it Have Impact Towards Elementary Students Intelligence and Ecology Awareness?

Achmad Fanani,

Rosidah,

Juniarso

et al. 2023

j. ilm. sekol. Dasar

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Human concern and sensitivity to environmental problems is an entity of morality, behavior, and character. It cannot be built in humans instantly; the educational method is a strategic step to grow and improve the knowledge, skills, and behavior of individual humans as learners at an early age so that they become environmentally sound individuals with green behavior and a positive character. This study aims to develop multi-application-based digital teaching materials. This study uses a research and development design, with a 4D model consisting of define, design, develop, and disseminate stages. The research subjects were 5th-grade elementary school students. This type of research is developed with a 4D model. The method of data collection is done by distributing questionnaires. The data collection instrument is a questionnaire. Data analysis techniques using descriptive qualitative analysis, quantitative, and inferential statistics. The results showed that the mastery value of energy and ecological knowledge in the experimental class was 83% in the experimental class and 74% in the control class. These results prove that multi-application-based digital teaching materials impact students' intelligence and ecological awareness. Ecological awareness can be formed along with increased ecological understanding and intelligence.

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Digital Literacy: Perceptions of Primary School Teacher Education Students

Cited by 3 publications

References 51 publications

How to Assess Digital Literacy Skills of Elementary School Students?

How to Assess Digital Literacy Skills of Elementary School Students?

How Can We Better Comprehend the Disposition of Elementary School Students towards Advanced Mathematical Thinking?

Digital Text Books Based Multi Application: Does it Have Impact Towards Elementary Students Intelligence and Ecology Awareness?

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