Abstract. Digital technology is indeed close and makes it easier for humans. In the reality of people's lives, the negative effects are more pronounced than the positive effects. We find tangible evidence such as bullying in the comments column on social media, attacking each other between groups or individuals, even many who have been entangled in legal cases due to expressing opinions and ending up reporting. This can be avoided if we have digital literacy skills. West Java Province is an area with the largest internet users and the largest contribution to internet penetration in Indonesia. However, the level of digital literacy is still in the medium category. Currently, the West Java Provincial Government and West Bandung Regency Government are still struggling with the literacy program and have not followed up on the digital literacy program. This study aims to determine the level of digital literacy which is then expected to be taken into consideration by various parties to conduct counseling in various forms. As a generation that has been close to technology since birth, the digital native generation will be the generation that will play a very important role in the progress of a region. This research is expected to describe the digital literacy ability of digital natives generation using quantitative descriptive methods in terms of 10 digital literacy competency indices from Japelidi namely, access, selection, understanding, analysis, verification, evaluation, distribution, production, participation and collaboration. The results of the data will describe the level of digital literacy competence of the digital natives generation in West Bandung Regency. Abstrak. Teknologi digital saat ini memang dekat dan mempermudah manusia. Namun efek negatif lebih banyak terasa dibanding efek positif, seperti halnya kita sering temukan perundungan di kolom komentar sosial media, saling serang antar kelompok atau individu, bahkan banyak yang terjerat kasus hukum akibat menyampaikan opini dan berujung pelaporan. Hal tersebut dapat dihindari jika kita memiliki kemampuan literasi digital. Provinsi Jawa Barat merupakan wilayah dengan pengguna internet dan kontribusi penetrasi internet paling besar di Indonesia. Namun tingkat literasi digital masih berada di kategori sedang. Saat ini Pemprov Jabar dan Pemkab Bandung Barat masih berkutat pada program literasi baca tulis dan belum ditindaklanjuti ke program literasi digital. Penelitian ini bertujuan untuk mengetahui tingkat literasi digital untuk kemudian diharapkan bisa dijadikan pertimbangan oleh berbagai pihak untuk mengadakan penyuluhan dalam berbagai macam bentuk. Sebagai generasi yang sejak lahir dekat dengan teknologi, generasi digital natives menjadi generasi yang akan sangat berperan dalam kemajuan suatu wilayah. Penelitian ini diharapkan dapat menggambarkan literasi digital generasi digital natives dengan menggunakan metode deskriptif kuantitatif ditinjau dari 10 indeks kompetensi literasi digital dari Japelidi yakni, akses, seleksi, pemahaman, analisis, verifikasi, evaluasi, distribusi, produksi, partisipasi dan kolaborasi. Hasil data akan menggambarkan tingkat kompetensi literasi digital generasi digital natives di Kabupaten Bandung Barat.

Multimedia learning has been widely used as a medium of learning in the classroom as its effectiveness in improving student learning outcomes. However, there are still many schools unable to develop and implement it, due to the lack of knowledge and skills of teachers in developing it, the unavailability of means to implement it, and the absence of special training to develop it. This  program aims to provide training in designing and developing interactive learning multimedia for teachers at Bajangan Elementary School, Pasuruan Regency. Using the guided tutorial method which is directly guided by an expert trainer, found that the final result of the training is that the teachers are able to develop multimedia interactive learning independently in accordance with the characteristics of their field of study. The evaluation process, by visiting the school one week after the training activities and by looking at multimedia learning programs, shows that the program has been successfully developed by the teachers. Keywords: development, instructional multimedia, teacher, training. Abstrak Pembelajaran multimedia telah banyak digunakan sebagai media pembelajaran di kelas karena efektivitasnya dalam meningkatkan hasil belajar siswa. Namun, masih banyak sekolah yang tidak dapat mengembangkan dan mengimplementasikannya, karena kurangnya pengetahuan dan keterampilan guru, tidak tersedianya sarana, dan tidak adanya pelatihan khusus untuk mengembangkannya. Program ini bertujuan untuk memberikan pelatihan dalam merancang dan mengembangkan multimedia pembelajaran interaktif untuk para guru di Sekolah Dasar Bajangan, Kabupaten Pasuruan. Menggunakan metode tutorial terbimbing yang dipandu langsung oleh pelatih ahli, didapati bahwa melalui pelatihan ini para guru dapat mengembangkan pembelajaran interaktif multimedia secara mandiri sesuai dengan karakteristik bidang studi mereka. Proses evaluasi, dengan mengunjungi sekolah satu minggu setelah kegiatan pelatihan dan dengan melihat program pembelajaran multimedia, menunjukkan bahwa program tersebut telah berhasil dikembangkan oleh para guru. Kata Kunci: guru, multimedia pembelajaran, pelatihan, pengembangan.

Purpose – The right assessment strategy can reduce the number of academic dishonesties during online learning in the pandemic era. Academic dishonesty is a problem considered normal but has a detrimental impact on the development of a nation. Therefore, instructors need to know the principles of assessment that can reduce the number of academic dishonesties in universities. Design/methods/approach – This study uses a qualitative approach with a literature study technique. This literature comes from several online assessment books, articles, handbooks, and others. The procedure used in this study involves selecting a topic, developing themes, selecting problems, searching for literature in the database, and selecting and evaluating literature based on these problems. Findings – The results of this study are in the form of online learning assessment principles that can be applied in designing assessment activities. First, design a student-centered assessment that includes self-reflection. Second, design and include grading rubrics for assessing contributions to the discussion and assignments, projects, and the collaboration itself. Third, include collaborative assessment. Fourth, encourage students to develop skills in providing feedback. Fifth, use assessment techniques appropriate to the context and learning objectives. Sixth, design an assessment that is clear, easy to understand, and guaranteed success in the online environment. Seventh, ask students for input on how the assessment is carried out. Research implications – This study contributes to the development of literature regarding the online learning assessment process, especially in universities. Originality/value – Future research should be able to test these online learning assessment principles to find empirical evidence of their effectiveness.

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This research was conducted to improve student learning outcomes in Estimated Construction Costs at SMK Negeri 2 Garut which is still low. The low student learning outcomes may be caused by the learning process that always used static visual learning media. Thus, in this study dynamic visual application in the form of animated video is considered to be able to provide a more concrete understanding to students when compared to static visuals. The research method used in this study was the R&D method with quantitative approach, one group pretest-posttest pre-experiment. The results showed that the animation video was valid with a validation value of 88.33% by the content expert and 97.92% by the media expert that falls under very valid criteria and could be used without revision. In addition, the response of 6 students during a small-scale trial was 82.41% that falls under very good criteria. In the large-scale trial phase with 30 respondents, the animated videos application get an average score of 80.61% that falls under very good criteria. However, student’ learning outcomes after the implementation of animated videos application have enhanced, which are classified as low criteria. This can be seen from the value of N-Gain produced which is equal to 0.14.