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Teacher competence in utilizing digital media literacy in education

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International Conference Computer Science and Engineering IOP Publishing
Journal of Physics: Conference Series 1339 (2019) 012111 doi:10.1088/1742-6596/1339/1/012111

Teacher competence in utilizing digital media literacy in

education

S Ramadhan1*, E Sukma2, V Indriyani3

1
Faculty of Language and Art, Universitas Negeri Padang, Padang, Indonesia
2
Faculty of Education, Universitas Negeri Padang, Padang, Indonesia
3
Graduate Program Student, Faculty of Language and Art, Universitas Negeri Padang,
Padang, Indonesia

*[email protected]

Abstract. This study aims to determine the responses and competencies of teachers in
digital media literacy. This research is a descriptive study using survey methods. The
study sample was 112 Indonesian language teachers in West Sumatra. The instrument
of this study used a questionnaire. The results of the study show that most teachers
have used digital media to assist in the learning process. However, the digital media
used is still limited and not yet diverse. The use of digital media in learning has
positive and negative effects. In order for maximum positive effects to be obtained and
negative effects to be avoided, teacher competence is needed to make it happen. Based
on the results of this study it is recommended that teachers can keep up with the times
by utilizing digital media in learning, both to obtain material so that the use of learning
media, or support the learning methods used.

1. Introduction
Media literacy is one of the basic skills individuals must possess in the 21st century and has become a
central and inseparable part of life.Media literacy can be defined as the use of mass media tools
according to needs, accessing content in those tools, understanding, analyzing and evaluating
messages correctly and consciously[1]. Basically, media literate people can think critically about what
they see, hear, and read in the mass media, such as books, newspapers, television, radio, film, music,
advertising, and the internet[2].
Media enables students to interact in the most modern, innovative but not so formal ways in their
educational activities[3]. Education must reflect actual changes and consider ways that can support
demand to provide quality conditions for human existence in the context of the social transformation
process [4]. Education does not escape transformation because in the global world when things
change, the need arises to continue education, recycle and develop it to provide answers to future
challenges[5]. Digital culture changes the dual relationship between teachers and students in a three-
part process involving teachers, students, and technological devices[6]. The use of technology allows
new ways to connect with others and access information, having consequences in formal teaching
methods [7].
Digital literacy is needed to face transformation at all levels, including the level of communication,
learning, satisfaction, curiosity, entertainment and recreation[8]. In general, this literacy framework
can be reflected in the use of digital technology, communication tools and networks to access, manage,

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International Conference Computer Science and Engineering IOP Publishing
Journal of Physics: Conference Series 1339 (2019) 012111 doi:10.1088/1742-6596/1339/1/012111

integrating, evaluating, and creating information to function in the information society. In the
future,the learning process will change and students will become active agents, setting their own pace
and how to learn and the amount of knowledge they get[3].
The fact that the Internet is multimedia super highway, raises the need for a shared response to the
challenges of modernity technology in education[9]. Connectivity to the Internet and access to
information available on the web makes literacy evolve from having the competence to access,
evaluate and understand static printed text to be able to access, discover, evaluate, understand, and
utilize a variety of dynamically digital texts. [10]. Many pedagogical possibilities exist for making
digital texts and composing writings to balance student literacy identity[11].
Indonesia is one of the countries with the most internet users in the world. Based on a survey of the
Indonesian Internet Service Providers Association (APJII), the number of internet users in Indonesia
reached 143.26 million in 2017. This number increased compared to the previous year, which was
recorded in 2016 at 132.7 million. Soemartono explained, the number of internet users in 2017
covered 54.68 percent of Indonesia's total population of 262 million[12].
This fact can be used to use digital media and the internet for educational purposes. Moving
traditional classrooms to online computer, software, and internet forums might be possible for this
period. However, this learning process can intimidate many teachers who are accustomed to face-to-
face interactions from traditional classrooms [13]. Therefore, teachers must establish a more
constructive approach to benefit from technology in student literacy practices [14]. Current literacy is
not only in the conventional sense but in an innovative way that involves teachers using various
approaches to teach students and how to build meaning from media and non-print texts[15].Using a
variety of digital media can be done in the classroom by encouraging teaching that is rich in media
literacy, which can lead students to read at a higher level of understanding [16].
The need for professional development of teachers in digital media literacy is not an option but an
obligation. Progress in the field of education in obtaining information using various digital media is
unavoidable. Teachers must have competence in choosing and using media in learning tailored to the
needs of students. In addition, teachers also need technology literacy, utilizing information and
communication technology to share information, becoming a model for efficient use of technological
resources [15]. The quality of one's digital literacy is reflected in the level of cognitive abilities and
technology in which concrete capabilities (individual digital competencies) occur[17].Based on this
explanation, this study aims to look at teacher responses and competencies in digital media literacy.

2. Method
This research was a descriptive study using survey methods. Survey methods were defined as research
methods that try to define cases as they ware from research samples obtained from the study
population. The study population consisted of Indonesian language teachers in West Sumatra who
taught at the secondary school level. The sample of this study was 112 teachers. In this study,
sampling from the population used purposive sampling. The criteria used in this collection were, for
example, the final education at least a bachelor's degree; has taught for at least five years; and already
know the type and use of digital media. The instrument used was a questionnaire. The instrument was
used to determine the competence and correspondent opinion regarding the use of digital media in
language learning.

3. Result and Discussion

The results of this study are described based on the following indicators, including the use of digital
media; competence in using digital media; and competence regarding policies in using digital media.
The results of these studies are described as follows.

3.1. Use of media digital

The results of this study aim to determine the use of digital media by correspondents, namely
Indonesian language teachers in West Sumatra who teach at the secondary school level. The results of
these studies are described as follows.

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International Conference Computer Science and Engineering IOP Publishing
Journal of Physics: Conference Series 1339 (2019) 012111 doi:10.1088/1742-6596/1339/1/012111

Table 1. The use of digital media by Indonesian language teachers

No. Statement Always Often Sometimes Never
1. I get most of the information from the 26.79% 53.57% 12.50% 7.14%
internet.
2. I use some information from the internet for 16.97% 72.32% 7.14% 3.57%
teaching material.
3. I usually spend 12 hours or more per week 42.86% 46.43% 6.25% 4.47%
using the internet at school or outside school.
4. I share my thoughts through social media. 14.28% 69.65% 14.28% 1.79%
5. I gained knowledge through scientific articles 7.14% 21.43% 50.89% 19.64%

Based on the data obtained in table 1, the teacher has used technology as a basis for finding various
kinds of information through the internet. The information is mostly used for teaching materials. The
use of the internet to find information is done both at school and outside of school.The use of digital
media cannot be separated from internet usage. Based on the data outlined in the introduction,
Indonesia is at number 6 in internet usage. What it means to be literate has evolved from having the
competence to access, evaluate and understand static printed texts to be able to access, discover,
evaluate, understand, and utilize dynamically [18]. There is a rapid growth in the use of devices that
support the Internet that facilitate web browsing and allow access to social media and cross-border
communication[19]. The internet allows for the development of knowledge.
In using the internet, teachers share information more through social media than getting
information through scientific articles. They are part of cultural works that are representative of deeper
meanings because of the frequency of their use of social media[20]. Based on research conducted by
We Are Social, a British media company that works with Hootsuite, the average Indonesian person
spends 3 hours 23 minutes a day accessing social media[21].

3.2. Competence in the use of digital media

The results of this study aim to determine the competence in using digital media by correspondents,
namely Indonesian language teachers in West Sumatra who teach at the secondary school level. The
results of these studies are described as follows.

Table 2. Competence in the use of digital media

No. Statement Always Often Sometimes Never
1. I can adapt to changes in teaching and 37.50% 44.65% 10.71% 7.14%
learning technology.
2. I am familiar with media file formats 32.14% 51.79% 10.71% 5.36%
3. I can upload my creative work to websites 32.14% 42.86% 16.07% 8.93%
4. I share with my project friends, the personal 32.14% 38.39% 13.39% 16.08%
media that I create such as digital art, video
or music through online media sites.
5. I can update my computer virus protection 18.75% 51.79% 16.07% 13.39%
software.
6. I can upload videos that I made to online 13.39% 42.86% 21.43% 22.32%
sites such as youtube
7. I can download videos from various sites for 32.14% 50.89% 12.50% 4.47%
the benefit of classroom learning.
8. I am able to add information to web forums. 42.86% 32.14% 16.07% 8.93%
9. I choose learning with online classes rather 5.36% 19.64% 42.86% 32.14%
than traditional classes.
10. I can choose different media devices based 16.07% 53.57% 25.00% 5.36%
on their functions.

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International Conference Computer Science and Engineering IOP Publishing
Journal of Physics: Conference Series 1339 (2019) 012111 doi:10.1088/1742-6596/1339/1/012111

To create an interesting, creative, efficient and innovative learning process, teachers must have the
competence to choose teaching materials from various sources, using the latest learning tools; and use
various media to create fun learning. Based on the data obtained, some teachers have used digital
media for the learning process, even though digital media used is still limited. That digital media
carries possibilities of communication that have never been thought of before in the history of
mankind and their effects have been felt in all fields of society, especially in education [9].
Based on the data in table 2, some teachers are ready to use digital media which is realized in the
form of online classes. If this has become a policy, the teacher must be able to carry out his duties in
accordance with the times and needs of students. If this happens, digital media literacy can become a
part of the curriculum for the future. This is evidenced by the current generation that has evolved from
being assigned with digital Y and Z generation from X generation [21].

3.3. Competence regarding policy in the use of digital media

The results of this study aim to determine the competence of policies in using digital media by
correspondents, namely Indonesian language teachers in West Sumatra who teach at the secondary
school level. The results of these studies are described as follows.

Table 3. Competence regarding policy in the use of digital media

No. Statement Always Often Sometimes Never
1. I can evaluate information found online for 26.79% 43.75% 16.07% 13.39%
credibility.
2. I know school rules and policies or the 21.43% 58.93% 7.14% 12.50%
government about downloading digital files.
3. I know the terms of the User Agreement for 32.14% 53.57% 8.93% 5.36%
websites where I post content.
4. I feel I can identify the credibility of the 21.43% 53.57% 10.70% 14,90%
news.
5. I can intelligently discuss ethical 32.14% 5714% 8.93% 1.79%
considerations using social media in an
academic environment.
6. I always write the source of information that 28.57% 36.61% 30.36% 4.46%
I get through any media.
7. Using images from the Internet for learning 32.14% 62.50% 5.36% 0%
media is appropriate as long as I don't make
money from them

Based on the data in table 3, most teachers already know the policies in using digital media. To
overcome the problems that will arise from the use of digital media and the internet in education,
teachers have an important role. Teachers can help students to use media tools efficiently in the
teaching process, to identify harmless and non-intrusive content when choosing content through the
internet, and to encourage students to express themselves through the media and find solutions to
social problems [15]. Media literacy requires the use of effective and thoughtful media and
questioning whether the information presented is true or not [22]. Therefore, developments in media
culture require individuals in the new century to acquire the skills to use information efficiently,
analyze information, and use media tools that enable information communication [23].

4. Conclusions
Based on the results of the research and discussion that has been explained that Indonesian secondary
school teachers in West Sumatra, most have used digital media to assist in the learning process.
However, the digital media used is still limited and not yet diverse. In addition to the diversity of
digital media used, it is necessary to understand the teacher in using the media and what policies must
be known in the use of digital media wisely.

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International Conference Computer Science and Engineering IOP Publishing
Journal of Physics: Conference Series 1339 (2019) 012111 doi:10.1088/1742-6596/1339/1/012111

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