The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

Rini, Riswanti; Mujiyati, Mujiyati; Sukamto, Ismu; Hariri, Hasan

doi:10.29333/iji.2022.15318a

Cited by 18 publications

(14 citation statements)

References 28 publications

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“…However, digital literacy is challenging to establish in the classroom since pupils are less interested in using digital platforms to learn. Many educators, particularly in developing countries, still require training to increase their knowledge and skills in using ICT and online learning platforms (Rini et al, 2022). Furthermore, because students in Indonesia are a digitally native generation, parents must join them as they study at home (Davidson, 2012).…”

Section: Resultsmentioning

confidence: 99%

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

Amin

Karmila²,

Laode³

et al. 2023

JPBI

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In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students’ collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers’ digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students’ 21st century skills.

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Section: Resultsmentioning

confidence: 99%

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

Amin

Karmila²,

Laode³

et al. 2023

JPBI

View full text Add to dashboard Cite

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“…As a result, new skills and competencies are needed, alongside the necessary cognitive skills, which are prerequisites, such as flexibility and adaptability to the everchanging world (Carnevale, & Smith, 2013). To this end, educational systems need to equip students with the skills and competencies necessary for the preparation of tomorrow's citizens (Ananiadou & Claro, 2009;Rini et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Informatics and ICT as Learning Subjects in Primary and Secondary Education in Greece

Gousiou¹,

Grammenos²

2023

INT J INSTRUCTION

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Informatics and Information & Communication Technology (ICT) have been closely intertwined with education for about 50 years worldwide and about 40 years in Greece. This article focuses on the content of the learning subjects of Informatics and ICT in Greek schools, which are included as independent subjects in all primary and secondary school grades, aiming at welleducated graduates to be able to use ICT in an effective, creative, and ethically correct way, and to be prepared to participate actively in the digitally enhanced society. To this end, a review was conducted to all current curricula of the primary and secondary education in Greece for the learnign subjects of Informatics and ICT to present the basic principles and content of the instruction of these two subjects, as well as the student's skills that the teaching of these subjects aims to develop. Informatics and ICT as learning subjects in Greek are being taught in all grades of primary and secondary education by specialized Informatics teachers. For the instruction of them, constructivist learning theories are proposed, and collaborative, project-based and gamebased approaches are promoted. given the rapid advances in computer and communication science, it is imperative that ICT curricula are updated or reformed to meet the needs of the everchanging landscape.

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“…It has become necessary for educational institutions to replace education within their walls with distance education, and this rapid transformation (Demir& İlhan, 2022;Prasetyanto, Rizki, and Sunitiyoso,2022;Rini, Mujiyati., Sukamto& Hariri, 2022) Surprisingly, the responsibility has been placed on the freeing of those in charge of teaching different subjects in general, and it has become necessary for everyone to employ distance learning platforms and the various software necessary to teach their courses (Jaoua et al, 2022;Prasetyanto et al,2022).…”

Section: Introductionmentioning

confidence: 99%

The Use of Online Flipped Classrooms during Covid-19 by Gifted Students: A Path Analysis Using UTAUT Model

Haneefa¹

2023

INT J INSTRUCTION

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This study used the UTAUT model as the theoretical basis to assess and evaluate the use of online flipped classrooms during covid-19 by gifted students. The Online Flipped Classrooms model is supposed to be an active educational approach due to the interest shown by researchers and teachers in it. It allows learning to take place everywhere. Convenience sampling was employed to collect the required data. This involved gifted primary and middle and secondary school students at Makka schools for gifted students distributing the research instrument to their students. The model of this study is designed based on the UTAUT model. This study investigates the effects of four variables: Performance expectancy, Effort expectancy, social influence, and Facilitating conditions on students' intentions to use Online Flipped Classrooms. BI correlates positively with performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC). PE, EE, SI and FC together yielded a coefficient of multiple regression (R) of 0. 763 and a multiple correlation square of 0. 760. This shows that 76.0% of the total variance in behavioural intention to use (BI) of those who participated in the study is accounted for by the combination of PE, EE and SI. BI was positively impacted by PE, EE, SI and FC. Further studies with are recommended to examine the effect of OFC using UTAUT Model.

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The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

Cited by 18 publications

References 28 publications

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers

Informatics and ICT as Learning Subjects in Primary and Secondary Education in Greece

The Use of Online Flipped Classrooms during Covid-19 by Gifted Students: A Path Analysis Using UTAUT Model

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