Constructing Digital Literacy Instrument and its Effect on College Students' Learning Outcomes

Lukitasari, Marheny; Murtafiah, Wasilatul; Ramdiah, Siti; Hasan, Rusdi; Sukri, Akhmad

doi:10.29333/iji.2022.15210a

Cited by 24 publications

(27 citation statements)

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“…The development of the local potential-based environmental care attitude instrument was carried out through several stages, namely literature analysis and preparation of instrument items, the validity of instrument content, and constructs validity using EFA (Surastina, 2018) and CFA (Uzun et al, 2019;Lukitasari et al, 2022;Sukri et al, 2022). The environmental care attitude instrument preparation was carried out through an analysis of literature originating from primary sources, especially articles published in reputable international journals.…”

Section: Methods Instrument Developmentmentioning

confidence: 99%

Development of Local Potential-Based Environmental Care Instrument and its Ability to Reveal Students' Caring Attitudes at Genders and Grades

Nurhidayati¹,

Susantini²,

Safnowandi³

et al. 2022

INT J INSTRUCTION

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This study aimed to develop an environmental care instrument for students based on local potential and test its effectiveness on different genders and grades. This research is development research of three stages, i.e., literature analysis and preparation of instrument items, the validity of instrument content, and constructs validity using EFA and CFA. The instrument consists of 25 positive and negative statement items using 5 rating scales. The environmental care attitude instrument development results have met the criteria of construct validity through EFA and CFA. The EFA validation yielded 23 items (1 item eliminated from the 1st EFA and another from the 2nd EFA). The results of the final validation using CFA showed that all items met the fit criteria and formed three factors. The analysis results of the instrument effectiveness show that the instrument has been able to reveal students' environmental care attitudes which is differentiated by gender and grade. The results of the analysis showed that female students have a better environmental care attitude than male students and students of class XI have a better environmental care attitude than students of class X. Overall, the instrument has met content and construct validity and is effectively used to reveal students' environmental care attitudes.

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Section: Methods Instrument Developmentmentioning

confidence: 99%

Development of Local Potential-Based Environmental Care Instrument and its Ability to Reveal Students' Caring Attitudes at Genders and Grades

Nurhidayati¹,

Susantini²,

Safnowandi³

et al. 2022

INT J INSTRUCTION

Self Cite

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“… OSI: (Ferrari, 2013); (ISTE, 2017); (Mengual-Andrés et al, 2016); (Ng, 2012); (Lukitasari et al, 2022).…”

Section: Figure 1 Conceptualization Of the DCCunclassified

“…From the research by Lukitasari et al (2022), we used as a starting point items referring to students' skills related to the use of programs to perform tasks, the use of mobile devices to access information, the ability to search for and evaluate information, and the ability to create and edit visual and audiovisual content. We assume from Senkbeil & Ihme (2017) elements related to the use of the computer and the Internet to search for information in different sources and formats, as well as to create content.…”

Section: Figure 1 Conceptualization Of the DCCmentioning

confidence: 99%

Design and Validation of a Questionnaire to Assess Digital Communicative Competence in Higher Education

Gutiérrez-Santiuste¹,

García-Lira²,

Montes³

2023

INT J INSTRUCTION

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This paper shows the design and validation of a questionnaire aimed at college students to assess digital communicative competence. Starting from the theoretical framework presented, we conceptualized digital communicative competence as the intersection between communicative and digital competences. To that effect, we hereby explain the analysis and validation procedure of the psychometric properties of the assessment instrument. The survey respondents consisted of 260 students were in the first semester of their degree program in Computer Engineering who were taken through for convenience technique. These responses were randomly divided into two samples (for exploratory factor analysis and for confirmatory factor analysis) to prevent unrealistic fit values. The exploratory factor analysis result shows that the model forms six factors, which are factor 1 (publication of information), factor 2 (creation and editing of digital contents), factor 3 (digital content production preferences), factor 4 (operation and search for information), factor 5 (collective intelligence through technology) and factor 6 (digital content consumption preferences). The result of the goodness of fit model shows that the instrument has met all the criteria with a value of χ2/df = 1.64, RMSEA = .078, TLI = .897, and CFI = .907. The results revealed the existence of significant psychometric features of the constructed questionnaire.

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“…However, not all students can use learning devices such as computers and androids (Akhyar et al, 2021;Nabhan, 2021). Digital literacy is an essential life skill that encompasses more than ICT technologies (Leaning, 2019) but also includes interpersonal skills, human learning capacities and attitudes, critical thinking, creative thinking, and inspirational capabilities as digital literacy competencies (Lukitasari et al, 2022). Unavoidable are the implications of digital literacy in numerous life areas (Meherali et al, 2021;Oh et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

Lailiyah

Ratminingsih

Utami

et al. 2022

JERE

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In the 21st century, students must master digital literacy. During the COVID-19 pandemic, many students could still not use online learning support facilities. It has an impact on decreasing reading competence and student engagement. This study aims to determine the effect of peer assessment-based digital literacy on reading competency and engagement of EFL students during the post-COVID-19 pandemic. This research utilized a quasi-experimental design. A total of 10 groups of students participated in this study. Two groups of students were selected using cluster random sampling; 30 participants were assigned to the experiment, and 30 were assigned to the control group. The data instruments used two post-tests and a questionnaire. The dataset was statistically analyzed using One-way ANOVA and MANOVA, with assistance from SPSS version 26.0. The findings of this study implied that there was a significant effect of peer assessment-based digital literacy on the reading competency of EFL students; and there was a significant effect of peer assessment-based digital literacy on the EFL students' engagement. There is a simultaneous effect of peer assessment-based digital literacy on EFL students' reading competency and engagement. This study found that peer assessment-based digital literacy is one of the best ways to improve EFL students' reading competency and engagement. It is suggested that more research be done on this topic, not just on how well students read, but also on how motivated students are to learn, how students and parents see each other, how involved parents are, and what factors help and hinder students.

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Constructing Digital Literacy Instrument and its Effect on College Students' Learning Outcomes

Cited by 24 publications

References 0 publications

Development of Local Potential-Based Environmental Care Instrument and its Ability to Reveal Students' Caring Attitudes at Genders and Grades

Development of Local Potential-Based Environmental Care Instrument and its Ability to Reveal Students' Caring Attitudes at Genders and Grades

Design and Validation of a Questionnaire to Assess Digital Communicative Competence in Higher Education

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

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