How to Use Digital Literacy as a Learning Resource  for Teacher Candidates in Indonesia

Rusydiyah, Evi Fatimatur; Purwati, Eni; Prabowo, Ardhi

doi:10.21831/cp.v39i2.30551

Cited by 39 publications

(38 citation statements)

References 40 publications

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“…A number of studies have been conducted on disruption of the educational management such as Saavedra & Pe´rez (2018), Kearney, Burden, & Schuck (2019), Goode, Johnson, & Sundstrom (2020), and Rusydiyah, Purwati, & Prabowo (2020) that lean to look at the competencies of teacher candidates in digital literacy. The policy of Independent Learning has also been studied such as Mustaghfiroh (2020), Fadhil (2020, and Suntoro & Widoro (2020) while Yanti (2019) looked more at the pros and cons of the stakeholders towards the policy.…”

Section: Introductionmentioning

confidence: 99%

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

Thohir

Maarif

Rosyid

et al. 2021

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The policy on Independent Learning was established by the Indonesian government to promote teacher performance in midst of disruption in the educational aspect during this COVID-19 pandemic. However, teachers may not share the same perspective related to the policy. This study aims to examine Islamic Religious Education (IRE) teachers’ perspectives on Independent Learning policy. The research participants were IRE teachers who passed the 2019 In-service Teacher Profession Training Program at a State Islamic University in East Java, Indonesia. The mix-method research design with a qualitative-quantitative sequential exploratory analysis was used in this study. Qualitative data were obtained through telephone interviews, non-participant observations, and investigative documentary tracing, while quantitative data were obtained through a survey using online questionnaires. The collected data were analyzed using the descriptive qualitative phenomenological technique and descriptive statistics. The findings show that the increase in the use of mobile learning by IRE teachers is an implication of the disruption leading to the mobilization of the educational sector to approach the Independent Learning policy based on performances in three perspectives. First, the policy is considered a critique of traditional educational practices. Second, the policy serves as a space for independence with rules and regulations that are more open for students and schools. Third, the policy is an effort to free education from social and political pressures and restraints. This study provides a new understanding of the philosophical inter-connection in teachers’ perceptions to the practice of distant learning implementation based on informational technology.

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Section: Introductionmentioning

confidence: 99%

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

Thohir

Maarif

Rosyid

et al. 2021

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“…Those students need an understanding of English vocabulary in order to operate their computer media. Therefore, it is inevitable if digital literacy is a source of knowledge for students [54].…”

Section: Resultsmentioning

confidence: 99%

Students’ Digital Literacy Competence and English Study Habits

Menggo¹,

Midun²,

Pandor³

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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Digital literacy competence is an excellent choice as it promotes a more exciting and contextual instruction process. This research explores and reveals the students' profile of digital literacy competence and English learning habits. This study surveyed 402 students from Universitas Katolik Indonesia Santu Paulus Ruteng. A questionnaire was used to collect data, which was then quantitatively and qualitatively analyzed. According to the findings, students' digital literacy competence included in the medium category (3,76). Three main digital competencies indicated this category; students' information literacy competence was in the medium category (3,9), media was in the medium category (3,6), and ICT competence was in the medium category (3,78). English learning habits were also classified as high level, as shown by six learning habits: a review of the material, 77

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“…Normative beliefs possessed by lecturers and students can be expected to be formed due to initial knowledge related to the use of technology in general. Referring to previous research, initial ability, technological literacy, and awareness of the usefulness of ICT as a learning medium are useful starting capital in building ICT user readiness in learning and teaching [18]. Although LMS and the nature of instructional activity are entirely different from the use of ICT for entertainment or other productive purposes [15], [39], but this initial knowledge is quite capable of building beliefs within lecturers and students.…”

Section: Respondmentioning

confidence: 93%

“…Unfortunately, the same thing did not happen in developing countries, including Indonesia. It happens for a variety of reasons, such as limited infrastructure, limited digital pedagogical knowledge, limited technological literacy and limited ongoing research related to digital learning pedagogics [13]- [18]. Interestingly, the presence of the Covid-19 Global Pandemic urged all educational institutions, in all over level, to immediately shift to online learning [19]- [21].…”

Section: Introductionmentioning

confidence: 99%

Readiness to Implement Digital Learning

Sagala¹,

Hasibuan²,

Suharianto³

2021

Proceedings of the Sixth Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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WHO announced the Covid-19 as Global Pandemic in early 2020? This condition immediately urged universities to migrate their instructional process to fully online learning as a result of the suggestion of physical distancing. This situation indeed results in the shock of the culture of learning and teaching. Following its shock, of course, questions arise related to the readiness of higher education in implementing fully online learning. This study aims to measure the readiness of lecturers and students of the Faculty of Economics, Universitas Negeri Medan (Unimed), in implementing digital learning. This study investigates the readiness from the normative belief perspectives. Normative belief is one of the critical antecedents of behavioral intention, as explained in The Theory of Planned Behavior [1]. The respondents of this study were lecturers and students at the Faculty of Economics, Unimed. This study uses simple random sampling to select the sample. With the snowball technique, this study collected 226 responses. 85 respondents were a lecturer, and 141 was a student. Data collection was carried out with an electronic questionnaire designed with 5-Likert scales. This study examines the differences of responses between lecturers and students as well as between men and women to avoid response bias. The results of this study indicate that lecturers and students have firm beliefs regarding their readiness to migrate learning activities to the online platform. Likewise, the findings of this study also indicate nervousness in the migration. The results of this study provide challenges for learning researchers and Education technology to produce recommendations for learning models that are suitable for implementing quality learning on digital platforms. The same challenge is faced with universities and regulators to develop best practices in teaching practices and regulations that urge innovation in teaching practices.

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How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia

Cited by 39 publications

References 40 publications

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

Students’ Digital Literacy Competence and English Study Habits

Readiness to Implement Digital Learning

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