Digital Literacy Questionnaire Instrument: Based on the Integration of Elementary School Students' Characteristics

Authors

  • 'Alia Nur Husna Afandi Universitas Negeri Malang, Malang, Indonesia
  • Shirly Rizki Kusumaningrum Universitas Negeri Malang, Malang, Indonesia
  • Radeni Sukma Indra Dewi Universitas Negeri Malang, Malang, Indonesia
  • Riska Pristiani Universitas Negeri Malang, Malang, Indonesia

DOI:

https://doi.org/10.23887/ijee.v8i2.76773

Keywords:

Development of Instrument, Digital Literacy, Elementary School Students' Characteristic

Abstract

In this era of technological progress, adequate digital literacy skills are needed for elementary school students. The problem that arises is the lack of measuring tools to capture digital literacy skills specifically for elementary school students. Where this measuring instrument can be used as a tool to profile elementary school students' digital literacy abilities. The results of the digital literacy skill profile portrait can be used by teachers to carry out future intervention strategies. Based on this, this research aims to create a questionnaire instrument that can measure digital literacy skills in elementary school students. This research uses seven areas of digital literacy that have been determined by UNESCO (2018). Aspects of the characteristics of elementary school students including cognitive, language, motoric, social-emotional are also taken into consideration. This research applies a 4D model. Data was collected using a validity questionnaire instrument. The test subjects were elementary school teacher education lecturers who had a track record of research related to educational technology. Data were analysis using descriptive analysis techniques to describe the validity of the products that had been developed. The validation results show that the indicators for developing this instrument have been prepared based on the digital literacy theory promoted by UNESCO in 2018, and have also been detailed with the characteristics of elementary school students. According to experts, this instrument can be considered an excellent category and is ready to be used in measuring the digital literacy skills of elementary school students.

References

Agus, M. (2016). Analisis Faktor Strategi Bauran Pemasaran Huma Harati Kota Palangka Raya. (STIE) YBPK Palangka Raya. https://lldikti11.ristekdikti.go.id/jurnal/pdf/d3247a93-3092-11e8-9030-54271eb90d3b/.

Ahmad, S. Z. (2020). Cloud-Based Collaborative Writing to Develop EFL Students ’ Writing Quantity and Quality. International Education Studies, 13(3), 51–64. https://doi.org/10.5539/ies.v13n3p51.

Al Shammari, M. H. (2021). Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid-19: A Case of English Major Students in Saudi Arabia. Arab World English Journal (AWEJ, 1, 80–94. https://doi.org/10.24093/awej/covid.6.

Almubarak, A., Nawidi, M. F., Nurrusshobah, N., & Sadiah, S. D. (2021). Validitas & Praktikalitas: Modul Kibas Asah (Kimia Berbasis Lahan Basah) Terintegrasi AR-Sparkol Pada Materi Larutan Penyangga Sebagai Media Pembelajaran Inovatif. Journal of Mathematics Science and Computer Education. https://doi.org/10.20527/jmscedu.v1i1.3398.

Ananta Dewi, S. D., Roza, Y., & Maimunah, M. (2022). Validitas Dan Praktikalitas Website Pembelajaran Untuk Memfasilitasi Kemampuan Penalaran Matematis Siswa. Jurnal Cendekia Jurnal Pendidikan Matematika. https://doi.org/10.31004/cendekia.v6i3.1651.

Arvianto, F., Slamet, S. Y., & Andayani, A. (2023). Designing an Instrument to Measure Digital Literacy Competence Using the 4D Model. International Journal of Instruction, 16(4), 845–860. https://doi.org/10.29333/iji.2023.16447a.

Asrial, A., Syahrial, S., Kurniawan, D. A., Maryono, M., Nugroho, P., & Perdana, R. (2019). Etno-social knowledge: How does knowledge of basic school teachers in Indonesia? Journal of Education and Learning (EduLearn), 13(4). https://doi.org/10.11591/edulearn.v13i4.13739.

Aulia, E., & Aulia, E. V. (2020). Improving Science Literacy Skills for High School Students Through Guided Inquiry-Based Learning. https://doi.org/10.2991/miseic-19.2019.36.

Berk, L. E. (2018). Development Through the Lifespan (Seventh). Pearson.

Bojko, A. (2013). Eye Tracking The User Experience. Rosenfeld Media.

Cookson, M. D., & Stirk, P. M. R. (2019). Developing Students’ Writing Skill in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). https://www.researchgate.net/profile/V-Chandra-Rao/publication/325489625.

Darmayanti, N. K. ., & Abadi, I. B. G. S. (2021). Pengembangan Media Pembelajaran Daring Komik Virtual dalam Muatan Materi Gagasan Pokok dan Gagasan Pendukung Bahasa Indonesia. Mimbar PGSD Undiksha, 9(1), 170–179. https://doi.org/10.23887/jjpgsd.v9i1.32481.

De León, L., Corbeil, R., & Corbeil, M. E. (2023). The development and validation of a teacher education digital literacy and digital pedagogy evaluation. Journal of Research on Technology in Education, 55(3), 477–489. https://doi.org/10.1080/15391523.2021.1974988.

Dudu, W. ., & Vhurumuku, E. (2012). Teacher practices of inquiry when teaching investigations: A case study. Journal of Science Teacher Education, 23(6), 579–600. https://doi.org/10.1007/s10972-012-9287-y.

Esmaeelzadehazad, S., Valadi, S., & Gabbard, C. (2021). The impact of maternal emotional intelligence on young children’s motor development. European Journal of Developmental Psychology, 00(00), 1–17. https://doi.org/10.1080/17405629.2021.1918094.

Febliza, A., & Okatariani, O. (2020). Pengembangan Instrumen Literasi Digital Sekolah, Siswa Dan Guru. Jurnal Pendidikan Kimia Universitas Riau, 5(1), 1. https://doi.org/10.33578/jpk-unri.v5i1.7776.

Hudson, K. N., Ballou, H. M., & Willoughby, M. T. (2021). Short report: Improving motor competence skills in early childhood has corollary benefits for executive function and numeracy skills. Developmental Science, 24(4), 1–9. https://doi.org/10.1111/desc.13071.

Hutagalung, B., & Purbani, W. (2021). The Ability Of Digital Literacy For Elementary School Teachers. JPI (Jurnal Pendidikan Indonesia), 10(4), 710–721. https://doi.org/10.23887/jpi-undiksha.v10i4.32938.

Ince, F. (2022). Digital Literacy Training: Opportunities and Challenges. In Handbook of Research on the Role of Libraries, Archives, and Museums in Achieving Civic Engagement and Social Justice in Smart Cities (pp. 185–199).

Jeong, K. O. (2017). The use of moodle to enrich flipped learning for english as a foreign language education. Journal of Theoretical and Applied Information Technology, 95(18), 4845–4852. https://www.researchgate.net/profile/Kyeong-Ouk-Jeong/publication/325241776.

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. https://doi.org/10.1016/j.compedu.2014.05.009.

Kurniadi, B. B., Bukit, P., Tamba, M., & Sembiring, E. M. B. (2023). Kompetensi Literasi Digital Siswa Dalam Pembelajaran Daring Di Smp Negeri 2 Kabanjahe. Academy of Education Journal, 14(1), 155–170. https://doi.org/10.47200/aoej.v14i1.1377.

Lestari, W., Wigati, I., Sholeh, M. I., & Pramita, D. (2022). Instrumen Literasi Digital Guru Menggunakan Model Rasch. Orbital: Jurnal. Pendidikan Kimia, 6(2), 104–113. https://doi.org/10.19109/ojpk.v6i2.15019

Lestiyanawati, R., & Adi, N. P. (2021). Persepsi Orang Tua Terhadap Sistem Pembelajaran Online Siswa SD Di Masa Pandemi COVID-19 (Analisis Validitas Dan Reliabilitas Instrumen). Jurnal Pendidikan Dan Teknologi Indonesia. https://doi.org/10.52436/1.jpti.59.

Lindfors, M., Pettersson, F., & Olofsson, A. D. (2021). Conditions for professional digital competence: the teacher educators’ view. Education Inquiry, 12(4). https://doi.org/10.1080/20004508.2021.1890936.

Lukitasari, M., Murtafiah, W., Ramdiah, S., Hasan, R., & Sukri, A. (2022). Constructing Digital Literacy Instrument and its Effect on College Students’ Learning Outcomes. International Journal of Instruction, 15(2), 171–188. https://doi.org/10.29333/iji.2022.15210a.

Mustofa, M., & Budiwati, B. H. (2019). Proses Literasi Digital Terhadap Anak: Tantangan Pendidikan di Zaman Now. Pustakaloka, 11(1), 114. https://doi.org/10.21154/pustakaloka.v11i1.1619.

Oakley, G., Wildy, H., & Berman, Y. (2020). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655–679. https://doi.org/10.1177/1468798418779171.

Octavyanti, N. P. L., & Wulandari, I. G. A. A. (2021). Pengembangan Video Pembelajaran Berbasis Pendekatan Kontekstual Pada Mata Pelajaran Matematika Kelas IV SD. Jurnal Edutech Undiksha, 9(1), 66–74. https://doi.org/10.23887/jeu.v9i1.32223.

Pratama, F. A., & Effendi, H. (2021). E-Learning Bebasis Wordpress Sebagai Alternatif Media Pembelajaran. Jurnal Pedagogi Dan Pembelajaran. https://doi.org/10.23887/jp2.v4i3.41534.

Santrock, W. J. (2018). Life-Span Development 17th Edition (17th ed., Vol. 13). McGraw Hill.

Setyaningsih, R., Abdullah, A., Prihantoro, E., & Hustinawaty, H. (2019). Model Penguatan Literasi Digital Melalui Pemanfaatan E-Learning. ASPIKOM Journal, 3(6), 1200. https://doi.org/10.24329/aspikom.v3i6.333.

Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26–32. https://doi.org/10.7160/eriesj.2014.070201.

Sylvia, I., Anwar, S., & Khairani, K. (2019). Pengembangan Instrumen Penilaian Autentik Berbasis Pendekatan Authentic Inquiry Learning Pada Mata Pelajaran Sosiologi Di Sekolah Menengah Atas. Jurnal Socius Journal of Sociology Research and Education. https://doi.org/10.24036/scs.v6i2.162.

Thiagarajan, S., Semmel, D. S., dan Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Bloomington: Indiana University.

Tunnisa, F., Adnan, A., & Daud, F. (2022). Kepraktisan Lembar Kerja Peserta Didik Berbasis Pendekatan Sains. Jurnal Amal Pendidikan. https://doi.org/10.36709/japend.v3i3.23516.

Utami, D. W., Ananda, I. C., Zaliarisma, N. Y., Suprihatiningsih, R., & Ulya, C. (2022). Efektivitas Video Pembelajaran Canva untuk Mengidentifikasi Unsur Intrinsik Teks Cerpen di Sekolah Menengah Pertama. Lingua Franca, 1(2), 12–25. https://doi.org/10.37680/lingua_franca.v1i2.1673.

Wahab, A., Sari, A. R., Zuana, M. M. M., Luturmas, Y., & Kuncoro, B. (2022). Penguatan Pendidikan Karakter Melalui Literasi Digital Sebagai Strategi Dalam Menuju Pembelajaran Imersif Era 4.0. Jurnal Pendidikan Dan Konseling, 4, 1707–1715. https://doi.org/https://doi.org/10.31004/jpdk.v4i5.7373.

Waliyuddin, D. S., & Sulisworo, D. (2022). High Order Thinking Skills and Digital Literacy Skills Instrument Test. Ideguru: Jurnal Karya Ilmiah Guru, 7(1). https://doi.org/10.51169/ideguru.v7i1.310.

Weninger, C. (2022). Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom. TESOL Quarterly, 56(3), 1016–1028. https://doi.org/10.1002/tesq.3134.

Wilkinson, J. E., & Kao, C. P. (2019). Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy, 13(1), 1–2. https://doi.org/10.1186/s40723-019-0057-6.

Yansyah, Y., Hamidah, J., & Ariani, L. (2021). Pengembangan Big Book Storytelling Dwibahasa untuk Meningkatkan Literasi Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1449–1460. https://doi.org/10.31004/obsesi.v6i3.1779.

Downloads

Published

2024-06-28

How to Cite

Afandi, ’Alia N. H., Kusumaningrum, S. R. ., Dewi, R. S. I., & Pristiani, R. (2024). Digital Literacy Questionnaire Instrument: Based on the Integration of Elementary School Students’ Characteristics. International Journal of Elementary Education, 8(2), 344–353. https://doi.org/10.23887/ijee.v8i2.76773

Issue

Vol. 8 No. 2 (2024): May

Section

Article

License

Copyright (c) 2024 'Alia Nur Husna Afandi, Shirly Rizki Kusumaningrum, Radeni Sukma Indra Dewi, Riska Pristiani

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with the International Journal of Elementary Education agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)