School’s Strategy for Teacher’s Professionalism  Through Digital Literacy in the Industrial Revolution 4.0

Agustini, Desi; Lian, Bukman; Sari, Artanti Puspita

doi:10.33369/ijer.v2i2.10967

Cited by 33 publications

(29 citation statements)

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“…The instrument used to determine the role and urgency of understanding digital literacy for Generation Z students in chemistry learning was a questionnaire. The instrument used in this study was from the adaptation of existing digital literacy instruments [25]. The researcher developed it from the existing instruments by arranging 20 items according to the indicators.…”

Section: Methodsmentioning

confidence: 99%

“…Many concepts can be used to describe the motivational aspects of chemistry learning through software applications that can be discussed, including aromaticity, optimization of 3D structures, tautomeric shapes, IUPAC nomenclature, conversion of 2D to 3D, face shape of the periodic table, structure of carbohydrates, fullerenes and other large molecules, edit the molecular structure. Besides, ICT increases teacher efficiency and can reduce teacher time spent on administration tasks [25]. ICT plays a central role in the collaboration between schools and communities to involve parents in the learning process.…”

Section: Digital Literacy Decreases the Cognitive Load Of Working Memory When Studying Chemistrymentioning

confidence: 99%

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The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

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Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.

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Section: Methodsmentioning

confidence: 99%

Section: Digital Literacy Decreases the Cognitive Load Of Working Memory When Studying Chemistrymentioning

confidence: 99%

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

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“…Electronic media and digital media to support digital literacy are good (Kurnia & Astuti, 2017a;Lacka et al, 2021;Ristanto et al, 2020). Of course, the ability to use electronic media is beneficial in applying digital literacy because electronic media supports the implementation of digital literacy (Agustini et al, 2020;Masitoh, 2018). Weaknesses such as the limitations of students in accessing digital literacy are also a note for teachers to provide an understanding of utilizing digital literacy in the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…This deficiency can be minimized with further guidance to students (Fatimah, 2020;Sahidillah & Miftahurrisqi, 2019). The application of digital literacy in the learning process, of course, must have preparation before its implementation, such as completing facilities and targets that support digital literacy, e-learning-based literacy and holding digital literacy-based training (Agustini et al, 2020;Kurnianingsih et al, 2017). Based on the above statement, there are obstacles to implementing digital literacy at SDN 21 Pekanbaru using the WhatsApp group media.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Digital Literacy in Elementary Schools

Masyhura

Ramadan

2021

International j.of Elementary Education

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Digital literacy is one form of development in the 4.0 revolution era where we can access various desired information quickly. Of course, the digital literacy school environment impacts the learning process significantly. This study aims to analyze how the implementation of digital literacy in elementary schools. This type of research is qualitative with a research design in 4 stages: first, research focus. Second, research implementation (Observation, Interview). Third, data analysis. Fourth, the study results, the research subjects were 1 principal, 6 teachers and 6 students. Data collection techniques and research instruments include observation sheets and interview guidelines—data analysis using an interactive analysis model from Miles and Huberman. The study results show that the application of digital literacy in elementary schools is still not optimal. It is proven when conducting interviews and observations that the learning process is still teacher-centred and generally uses what app group digital literacy media is. In addition, the breakthrough about digital literacy in the school environment is still lacking, so that the implementation of digital literacy is only limited to understanding. Barriers experienced include students having difficulty understanding the material and limited internet quota. Therefore, to maximize the implementation of digital literacy in elementary schools, programs such as conducting training, manuals and digital literacy infrastructure are needed.

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“…CAR report products are formatted into research articles published in scientific articles resulting from simple research as a form of teacher actualization to carry out professional duties (Agustini et al, 2020;Khasinah, 2013;Lateh et al, 2020;Marta, 2020;Oktoviana et al, 2020;Sumiati & Wijanaraga, 2020;Supriyanto, 2017;Ulianas et al, 2018). CAR results are published in electronic journals and a means for teachers to be digitally literate in the era of information technology as a means of positive communication that is growing rapidly.…”

Section: Introductionmentioning

confidence: 99%

Improving teacher quality through classroom action research

Amalia

Wilis²

2021

jcse

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Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.

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School’s Strategy for Teacher’s Professionalism Through Digital Literacy in the Industrial Revolution 4.0

Cited by 33 publications

References 0 publications

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Implementation of Digital Literacy in Elementary Schools

Improving teacher quality through classroom action research

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