Social Media and Digital Citizenship: The Urgency of Digital Literacy in The Middle of A Disrupted Society Era

Saputra, Meidi; Siddiq, Imamul Huda Al

doi:10.3991/ijet.v15i07.13239

Cited by 40 publications

(38 citation statements)

References 3 publications

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“…In this case, technical aspects include downloading or installing programs from the Internet, removal, and extraction (if in ZIP type) on a computer [36]. Other technical skills are software control, knowing, and manipulating software, such as doubleclicking or highlighting, dragging, expanding, or dropping functions [37].…”

Section: The Technical Aspects Of Digital Literacymentioning

confidence: 99%

“…Other technical skills are software control, knowing, and manipulating software, such as doubleclicking or highlighting, dragging, expanding, or dropping functions [37]. There are unique functions to be learned for any program, and the more realistic the software is, the better and more qualified it is [36]. With so much web content, digitally trained people can find knowledge to help them learn how to use apps [38].…”

Section: The Technical Aspects Of Digital Literacymentioning

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: The Technical Aspects Of Digital Literacymentioning

confidence: 99%

Section: The Technical Aspects Of Digital Literacymentioning

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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“…Social media can be used easily for spreading hoaxes. Social media as a form of digital citizens has increased the speed of citizens' mobility and has positive and negative impacts (Saputra & Al Siddiq, 2020). Social media can be used as a medium for the integration of formal and informal learning through a personal learning environment approach (Dabbagh & Kitsantas, 2012).…”

Section: Longlife Education: Countering Hoaxesmentioning

confidence: 99%

“…In this case, news that is not yet clear is processed by re-reading it carefully, tracing sources based on previous experiences so that there is a process of acquiring knowledge about the truth of the information received. Therefore, digital literacy is closely related to humans in the digital era (Saputra & Al Siddiq, 2020).…”

Section: Longlife Education: Countering Hoaxesmentioning

confidence: 99%

Identifying Fake News: A Lesson from Library Science Students

Jannana

Prabowo

Istriyani

2021

kah

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Penelitian ini bertujuan untuk mengetahui tingkat kepeduliaan mahasiswa Program Studi Ilmu Perpustakaan UIN Sunan Kalijaga Yogyakarta dalam mencegah persebaran berita bohong yang berasal dari internet. Pencegahan tersebut dilakukan melalui pengidentifikasian berita bohong dengan indikator yang telah ditetapkan oleh International Federation of Library Associations (IFLA). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan angket sebagai teknik pengumpulan datanya didukung oleh wawancara dan observasi nonpartisipatif pasif. Grand mean digunakan untuk menyimpulkan data dari kuesioner yang terkumpul. Hasil penelitian menunjukkan bahwa kepedulian mahasiswa Ilmu Perpustakaan UIN Sunan Kalijaga termasuk dalam kategori tinggi, dengan skor 3,77 dari rentang nilai 1 sampai dengan 5. Mahasiswa Ilmu Perpustakaan UIN Sunan Kalijaga memiliki kemauan dan kemampuan untuk mengenali berita bohong di internet, meliputi 1) kemauan untuk bertanya kepada pakar, 2) kemampuan memahami majas konteks berita, 3) kemauan untuk memeriksa sumber berita, 4) kemampuan membaca yang tersirat, 5) kemauan menghidari prasangka (bersikap netral), 6) kemauan memeriksa waktu (tanggal) produksi berita, 7) kemauan memeriksa penulis berita, dan 8) kemauan memeriksa sumber pendukung produksi berita. Mahasiswa harus dapat berpikir kritis sebagai keterampilan utama mengidentifikasi berita bohong. Pendidikan literasi informasi dapat digunakan sebagai cara mengasah keterampilan berpikir kritis mereka.

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“…The internet is said to have revolutionized human life. This is because the internet has become a means of communication and brought a new paradigm in human interaction (Saputra & Siddiq, 2020). Along with the development of technology rapidly, the way of teaching and learning are changing accordingly .…”

Section: Introductionmentioning

confidence: 99%

Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance

Djibu

Duludu

2021

Journal of Nonformal Education

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The purpose of this research is to find out: (1) the influence of Web-based learning with the performance of Educators, (2) the influence of cultural literacy with Educators' performance (3) the influence of Web-based learning and literary culture together with performance Educators. The method used in this study was with a quantitative approach with the ex-post-facto method. The population in this study was all non-formal educators working in the Gorontalo City learning activities workshop amounting to 107 people, while samples were 59 people using proportional random sampling. Data is collected through poll deployments. The conclusion to this research is (1) there is a positive influence on Web-based learning on educators' performance, which means that the better web-based learning is better for educator performance. (2) there is a positive influence on the cultural literacy of the educator's performance, meaning that both the literate culture is also the higher the performance of educators. (3) there is a positive influence on web-based learning and cultural literacy together to the performance of educators working in the Learning Activities workshop in Gorontalo city, this means that the higher the implementation of Web-based learning and culture of literacy, the higher the performance of non-formal educators.

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Social Media and Digital Citizenship: The Urgency of Digital Literacy in The Middle of A Disrupted Society Era

Cited by 40 publications

References 3 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

Identifying Fake News: A Lesson from Library Science Students

Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance

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