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This research article discusses how digital literacy can be used as a learning resource for teacher candidates in Indonesia. The article finds that digital literacy has a positive impact when used in this way. Teacher candidates were surveyed about their digital literacy skills, including basic ICT competence, information skills, media awareness, and computational thinking. The results showed that candidates had generally high or very high skills in these areas and a good perception of using digital literacy as a learning resource, especially for basic ICT competence and informational skills. Their computational thinking skills scored slightly lower on average. Overall, the study found that digital literacy can effectively be utilized as a learning tool for teacher training in Indonesia.

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32 views2 pages

Untitled

This research article discusses how digital literacy can be used as a learning resource for teacher candidates in Indonesia. The article finds that digital literacy has a positive impact when used in this way. Teacher candidates were surveyed about their digital literacy skills, including basic ICT competence, information skills, media awareness, and computational thinking. The results showed that candidates had generally high or very high skills in these areas and a good perception of using digital literacy as a learning resource, especially for basic ICT competence and informational skills. Their computational thinking skills scored slightly lower on average. Overall, the study found that digital literacy can effectively be utilized as a learning tool for teacher training in Indonesia.

Uploaded by

angel
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SUMMARY OF LITERACY EDUCATION

Angela Audreylia Sabrina 20 DA – 1202620019

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


Indonesia

Rusydiyah, E. F., Purwati, E., & Prabowo, A. (n.d.). How to use Digital Literacy as a learning
resource for teacher candidates in Indonesia. Jurnal Cakrawala Pendidikan. Retrieved
February 3, 2023, from https://journal.uny.ac.id/index.php/cp/article/view/30551.

This research article discusses how to use digital literacy as a learning resource for prospective
teachers in Indonesia. Various studies state that they agree that the use of digital literacy as a
learning resource for prospective teachers in Indonesia has a positive and important impact. In
the introduction section it is stated that digital literacy-based learning resources are important
to be applied in the world of education because they can present teaching materials
contextually, visually, and aurally in an interesting and interactive way. One of the professional
teacher competencies is mastering skills in operating information and communication
technology. This competency must be complemented by functional digital literacy. Digital
literacy competence consists of using, understanding, accessing, managing, collecting, and
evaluating information from information and communication technology (ICT) based sources.

The Onderwijs 2032 platform defines digital literacy as the competence to work on computers
to collect, process and share information in a safe and conscious way (Schnabel, ten Dam,
Douma, van Eijk, Tabarki, van der Touw, … & Visser, 2016). Therefore, this study is expected
to provide a factual description of prospective teacher students about the importance of using
digital literacy as a learning resource. Perceptions of prospective teacher students about the
importance of using digital literacy as a learning resource is a process within student teacher
candidates to interpret and provide responses in the form of opinions, actions, acceptance, or
rejection. The literacy construct used in this study includes four indicators, namely: basic ICT
competence, information skills, media awareness), and computational thinking (Fraillon et al.,
2013; Siero, 2017.

This research is a quantitative study using a survey design. The survey is supported by several
criteria that are useful in research. These, among others, are high yield representation, low cost,
ease of data collection, favorable statistical significance, low level of researcher subjectivity,
and accurate research findings (Werang, 2015).
The results of the study show that prospective teacher students have a good perception of
utilizing digital literacy as a learning resource. On the ICT basic skill indicator, the average
score was at the high category; on the informational skill indicator, the average score was at
the very high category; on the media awareness, the average score was at the high category;
and on the computational thinking indicator, the average score was at the medium category.

Basic competencies in information and communication technology are the first indicators of
digital literacy. The competencies refer to one's abilities in using ICT for daily duties and
assignments such as sending e-mails, video calling, browsing on the Internet, and using a tablet
or cellular phone. It can be seen from the Table 4, on average, students' competencies in using
digital literacy as a learning resource can be categorized as high. The highest average is on
Scale 4 (Agree), amounting to 73.5%.

Informational literacy is the second category. It is related to students' abilities in finding


information, selecting relevant information, and judging the use and reliability of the
information. Table 5 shows that the average of students' perceptions of using digital literacy as
a learning resource is very high. It can be seen from the highest average on the Likert's scale is
4 (Agree), which is 83.4%.

Media awareness is the third indicator of digital literacy. In this relation, media awareness is
meant the ability to access, analyze, evaluate, and communicate information in all kinds of
forms. Media awareness is a set of perspectives actively used when accessing mass media to
interpret the data obtained. Media awareness is also related to the understanding of
responsibility. It is using social media in terms of its impacts on society at large. From the
Table 6, it can be seen that students' averages in their perceptions of the use of digital literacy
as a learning resource is high. The highest Linkert's scale indicated on item 4 (Agree), which
is 70%.

Computational thinking is the fourth indicator. This indicator refers to the ability to formulate
problems that are subsequently resolved by way of analysis using the computer. For example,
students may think of a series of data by using computer programs or recognize patterns in the
data and try to conclude or make a concept map on the Excel programs. The Table 7 shows
that the average of students' perceptions of using digital literacy as a learning resource is quite
high. The highest Linkert's scale shown on item 4 (Agree), which is 48.6%.

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