Digital Literacy Analysis of Elementary School Students Through Implementation of E-Learning Based Learning Management System
DOI:
https://doi.org/10.23887/jet.v6i2.44160Kata Kunci:
Digital Literacy, Primary School, E-LearningAbstrak
The COVID-19 pandemic that has hit the world has resulted in changes in all aspects of life, including the education aspect. Initially, education was held face-to-face, due to the COVID-19 pandemic, face-to-face learning began to be limited. Face-to-face learning is replaced with online learning (e-learning) based on a learning management system (LMS) so that students are expected to still be able to learn even from home. The implementation of e-learning in the teaching and learning process in schools requires digital literacy competencies. Through e-learning students can access various information on the internet so that digital literacy skills are one solution in responding to the challenges of technological advances. This study aims to analyze the digital literacy skills of elementary school students through the application of LMS-based e-learning. This research is a descriptive analysis. The subjects in this study were fifth grade elementary school students who applied LMS-based e-learning as many as 25 students. While the data collection methods used are surveys and interviews. Data analysis methods used include data collection, data reduction, data presentation, and decision making. The results showed that there were three aspects, most of the students had sufficient digital literacy skills and there were four aspects where most of the students had good abilities. So it can be concluded that the students' digital literacy abilities are mostly in the sufficient and good category. Thus, e-learning can have an impact on students' digital literacy skills.
Referensi
Abdulai, A.-F., Tiffere, A.-H., Adam, F., & Kabanunye, M. M. (2020). COVID-19 information-related digital literacy among online health consumers in a low-income country. International Journal of Medical Informatics, 145(November 2020), 104322. https://doi.org/10.1016/j.ijmedinf.2020.104322.
Andema, S., Kendrick, M., & Norton, B. (2013). Digital literacy in Ugandan teacher education: Insights from a case study. Reading & Writing, 4(1). https://doi.org/10.4102/rw.v4i1.27.
Apriyana, K. F., Wirya, N., & Parmiti, D. P. (2015). Pengembangan Portal E-Learning Berbasis Schoology Pada Mata Pelajaran IPS Kelas VIII di SMPN 1 Banjarangkan. Jurnal Edutech Undiksha, 3(1). https://doi.org/10.23887/jeu.v3i1.5603.
Binali, T., Tsai, C. C., & Chang, H. Y. (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers and Education, 175(August), 104315. https://doi.org/10.1016/j.compedu.2021.104315.
Blevins, B. (2018). Teaching Digital Literacy Composing Concepts: Focusing on the Layers of Augmented Reality in an Era of Changing Technology. Computers and Composition, 50, 21–38. https://doi.org/10.1016/j.compcom.2018.07.003.
Bubb, S., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209–222. https://doi.org/10.1177/1365480220958797.
Delacruz, S. (2019). Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship in Elementary Classrooms through School-Based Virtual Field Trips. TechTrends, 63(4), 428–439. https://doi.org/10.1007/s11528-018-0350-1.
Demmans Epp, C., Phirangee, K., Hewitt, J., & Perfetti, C. A. (2020). Learning management system and course influences on student actions and learning experiences. In Educational Technology Research and Development (Vol. 68, Issue 6). Springer US. https://doi.org/10.1007/s11423-020-09821-1.
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548.
Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology, 48(1), 7–22. https://doi.org/10.1111/bjet.12326.
Hsu, H. P., Wenting, Z., & Hughes, J. E. (2019). Developing Elementary Students’ Digital Literacy Through Augmented Reality Creation: Insights From a Longitudinal Analysis of Questionnaires, Interviews, and Projects. In Journal of Educational Computing Research (Vol. 57, Issue 6). https://doi.org/10.1177/0735633118794515.
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55(June), 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183.
Isnawati, I., Zamhari, A., Yusuf, M., & Sujoko, I. (2021). Strengthening Digital Literacy toward Students in Facing Education Era 4.0. https://doi.org/10.4108/eai.20-10-2020.2305174.
Kerkhoff, S. N., & Makubuya, T. (2021). Professional Development on Digital Literacy and Transformative Teaching in a Low-Income Country: A Case Study of Rural Kenya. Reading Research Quarterly, 1–19. https://doi.org/10.1002/rrq.392.
Kong, S.-C., Looi, C.-K., Chan, T.-W., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-Learning in school education. Journal of Computers in Education, 4(1), 5–25. https://doi.org/10.1007/s40692-016-0062-5.
Kulju, P., & Mäkinen, M. (2019). Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798419838576.
Kurnianingsih, I., Rosini, R., & Ismayati, N. (2017). Upaya Peningkatan Kemampuan Literasi Digital Bagi Tenaga Perpustakaan Sekolah dan Guru di Wilayah Jakarta Pusat Melalui Pelatihan Literasi Informasi. Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement), 3(1), 61–76. https://doi.org/10.22146/jpkm.25370.
Lazonder, A. W., Walraven, A., Gijlers, H., & Janssen, N. (2020). Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. Computers and Education, 143(July 2019), 103681. https://doi.org/10.1016/j.compedu.2019.103681.
Maria Josephine Arokia Marie, S. (2021). Improved pedagogical practices strengthens the performance of student teachers by a blended learning approach. Social Sciences & Humanities Open, 4(1), 100199. https://doi.org/10.1016/j.ssaho.2021.100199.
Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371–389. https://doi.org/10.1007/s13158-018-0230-z.
Menabò, L., Sansavini, A., Brighi, A., Skrzypiec, G., & Guarini, A. (2021). Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers. Journal of Computer Assisted Learning, 37(6), 1566–1577. https://doi.org/10.1111/jcal.12554.
Molina, A. I., Navarro, Ó., Ortega, M., & Lacruz, M. (2018). Evaluating multimedia learning materials in primary education using eye tracking. Computer Standards and Interfaces, 59(February), 45–60. https://doi.org/10.1016/j.csi.2018.02.004.
Moreno-Morilla, C., Guzmán-Simón, F., & García-Jiménez, E. (2021). Digital and information literacy inside and outside Spanish primary education schools. Learning, Culture and Social Interaction, 28(April 2020), 100455. https://doi.org/10.1016/j.lcsi.2020.100455.
Mpungose, C. B., & Khoza, S. B. (2020). Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-020-09475-1.
Nahdi, D. S., & Jatisunda, M. G. (2020). Analisis Literasi Digital Calon Guru Sd Dalam Pembelajaran Berbasis Virtual Classroom Di Masa Pandemi Covid-19. Jurnal Cakrawala Pendas, 6(2), 116–123. https://doi.org/10.31949/jcp.v6i2.2133.
Neumann, M. M., Finger, G., & Neumann, D. L. (2017). A Conceptual Framework for Emergent Digital Literacy. Early Childhood Education Journal, 45(4), 471–479. https://doi.org/10.1007/s10643-016-0792-z.
Noh, Y. (2017). A study on the effect of digital literacy on information use behavior. Journal of Librarianship and Information Science, 49(1), 26–56. https://doi.org/10.1177/0961000615624527.
Ozturk, G., & Ohi, S. (2018). Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home. Journal of Early Childhood Research, 16(4), 393–406. https://doi.org/10.1177/1476718X18792684.
Pangrazio, L., Godhe, A. L., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459. https://doi.org/10.1177/2042753020946291.
Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879–2896. https://doi.org/10.1007/s10639-020-10387-x.
Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content. Computers and Education, 152(April 2019), 103859. https://doi.org/10.1016/j.compedu.2020.103859.
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. In Computers and Education (Vol. 126). Elsevier Ltd. https://doi.org/10.1016/j.compedu.2018.06.030.
Pratama, W. A., Hartini, S., & Misbah. (2019). Analisis Literasi Digital Siswa Melalui Penerapan E-Learning Berbasis Schoology. Jurnal Inovasi Dan Pembelajaran Fisika, 06(1), 9–13. https://ejournal.unsri.ac.id/index.php/jipf/article/view/10398/0.
Putria, H., Maula, L. H., & Uswatun, D. A. (2020). Analisis Proses Pembelajaran dalam Jaringan (DARING) Masa Pandemi Covid- 19 Pada Guru Sekolah Dasar. Jurnal Basicedu, 4(4), 861–870. https://doi.org/10.31004/basicedu.v4i4.460.
Qazi, J., Naseer, K., Qazi, A., AlSalman, H., Naseem, U., Yang, S., Hardaker, G., & Gumaei, A. (2020). Evolution to Online Education around the globe during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic: Do develop and underdeveloped cope alike? Children and Youth Services Review, 105582. https://doi.org/10.1016/j.childyouth.2020.105582.
Quaicoe, J. S., & Pata, K. (2020). Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10158-8.
Radovanović, D., Holst, C., Banerjee Belur, S., Srivastava, R., Vivien Houngbonon, G., Le Quentrec, E., Miliza, J., Winkler, A. S., & Noll, J. (2020). Digital literacy key performance indicators for sustainable development. Social Inclusion, 8(2), 151–167. https://doi.org/10.17645/si.v8i2.2587.
Rakimahwati, R., & Ardi, Z. (2019). An alternative Strategy for Increasing Indonesian Student Digital Literacy Skills through Interactive Game. Journal of Physics: Conference Series, 1339(1). https://doi.org/10.1088/1742-6596/1339/1/012122.
Reichert, F., Zhang, D. (James), Law, N. W. Y., Wong, G. K. W., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research and Development, 68(6), 2991–3013. https://doi.org/10.1007/s11423-020-09825-x.
Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156(May). https://doi.org/10.1016/j.compedu.2020.103940.
Sadaf, A., & Gezer, T. (2020). Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behavior. Journal of Digital Learning in Teacher Education, 36(2), 124–145. https://doi.org/10.1080/21532974.2020.1719244.
Saxena, P., Gupta, S. K., Mehrotra, D., Kamthan, S., Sabir, H., Katiyar, P., & Sai Prasad, S. V. (2018). Assessment of digital literacy and use of smart phones among Central Indian dental students. Journal of Oral Biology and Craniofacial Research, 8(1), 40–43. https://doi.org/10.1016/j.jobcr.2017.10.001.
Shively, K., & Palilonis, J. (2018). Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework. Journal of Education, 198(3), 202–214. https://doi.org/10.1177/0022057418811128.
Shulamit, K., & Yossi, E. (2011). Development of E-Learning environments combining learning skills and science and technology content for junior high school. Procedia - Social and Behavioral Sciences, 11, 175–179. https://doi.org/10.1016/j.sbspro.2011.01.056.
Sofyana, L., & Rozaq, A. (2019). Pembelajaran Daring Kombinasi Berbasis Whatsapp Pada Kelas Karyawan Prodi Teknik Informatika Universitas Pgri Madiun. Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI), 8(1), 81. https://doi.org/10.23887/janapati.v8i1.17204.
Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410.
Tan, O. S. (2017). Technology, future learning and flourishing thinking. International Journal of Chinese Education, 6(1), 81–104. https://doi.org/10.1163/22125868-12340075.
Techataweewan, W., & Prasertsin, U. (2018). Development of digital literacy indicators for Thai undergraduate students using mixed method research. Kasetsart Journal of Social Sciences, 39(2), 215–221. https://doi.org/10.1016/j.kjss.2017.07.001.
Temdee, P. (2019). Smart Learning Environment for Enhancing Digital Literacy of Thai Youth: A Case Study of Ethnic Minority Group. Wireless Personal Communications, 0123456789. https://doi.org/10.1007/s11277-019-06637-y.
Thorvaldsen, S., & Madsen, S. S. (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies, 25(6), 5281–5299. https://doi.org/10.1007/s10639-020-10221-4.
Vélez, A. P., & Zuazua, I. I. (2017). Digital Literacy and Cyberconvivencia in Primary Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 110–117. https://doi.org/10.1016/j.sbspro.2017.02.050
Yazon, A. D., Ang-Manaig, K., Buama, C. A. C., & Tesoro, J. F. B. (2019). Digital literacy, digital competence and research productivity of educators. Universal Journal of Educational Research, 7(8). https://doi.org/10.13189/ujer.2019.070812.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2022 Candra Dewi
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal of Education Technology agree to the following terms:
- 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.
- 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.
- 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)
