Exploring digital-age literacy among prospective science teachers in West Kalimantan, Indonesia

Abstract

Digital-age literacy is one of the main skills of the 21st century to be considered in the future education program for prospective science teachers. This study aims to explore the digital-age literacy among prospective science teachers in West Kalimantan (Indonesia) based on the results of self-reflection and self-requirements and to identify the relationship between both variables in digital-age literacy. A sample of 180 prospective science teachers from three educational institutions for prospective science teacher programs in West Kalimantan (Indonesia) completed the survey using two forms of the questionnaires. Findings indicated that the self-requirements (M = 4.40; SD = 0.16) of prospective science teachers thinking on digital-age literacy are higher than the results of self-reflection (M = 2.65; SD = 0.29) on their abilities in digital-age literacy. This result also shows the relationship between digital-age literacy based on self-reflection and self-requirements to be at the medium level, where the correlation coefficient for both variables is 0.560 and value of the correlation is positive and significant. This is explain that if digital-age literacy based on self-requirements increases, then digital-age literacy based on self-reflection also increases.

Model Penguatan Literasi Digital Melalui Pemanfaatan E-Learning

“…Hal ini karena bahan ajar dan aktvitas interaksi telah terdigitalisasi oleh kemajuan teknologi. Friedman (Afandi, Junanto, & Afriani, 2016) mengilustrasikan perubahan ini sebagai "the world is flat" -yang merujuk pada sebuah keadaan dimana dunia tidak terbatas pada batas-batas negara dan zona waktu karena perkembangan teknologi. Perkembangan teknologi informasi telah menciptakan sebuah "ruang baru" yang bersifat artifisial dan maya, yang disebut cyberspace (Piliang, 2012).…”

Digital age literacy profile of high school students and its implementation in biology learning

“…The two literacies are interconnected, if students' reading skills are low, it can be said that the development of students' information literacy skills is also low. In line with the above statement Afandi et al (2019) explained that the lack of proficiency in English and math causes difficulties in reading, understanding, and translating the information they need. So, the level of basic literacy and information literacy can affect the success of learners to master other literacy skills or domains.…”

“…The implementation of digital-age literacy in 21st century education is multidisciplinary, meaning that all materials can refer to the framework (Afandi et al, 2019). Biology is a subject that strongly supports the improvement and balance between soft skills and hard skills of students (Zhang et al, 2020).…”

“…(3) economic literacy -the ability to identify economic issues and developments and adapt to global economic challenges; (4) technological literacy -knowledge of what technology is, how it works and how to use it effectively and efficiently; (5) visual literacy -the ability to use, interpret and create images and videos using conventional and modern media; (6) information literacy -the ability to search, synthesize and use information and evaluate information from various sources using technology and electronic resources effectively and efficiently; (7) multicultural literacy -the ability to understand and appreciate differences in the values, beliefs and cultures of others; (8) global awareness -the ability to recognize and understand problems at the global level (Afandi et al, 2019).…”

“…The school questionnaire obtains data related to aspects of the school, for example school quality human and material resources, decision-making processes, staffing work, context-based teaching (Stuckey et al, 2013). In accordance with the explanation of Afandi et al (2019) that the education system is responsible for preparing learners to face the global challenges of the 21 st century, not only with academic achievement but also 21 st century skills needed in the work environment. Saavedra & Opfer (2012) state that complex 21 st century competencies and skills must be developed integrated with learning rather than with separate learning.…”