The Use of Digital Literacy in Higher Education

Salim, Salim; Basri, Asriyani Mulia; Husain, Desy Liliani; Hidayah, Afifah Nur; Nurhayati, Nurhayati

doi:10.35445/alishlah.v12i1.197

Cited by 7 publications

(8 citation statements)

References 14 publications

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“…For the record, this research data was taken when the Covid 19 pandemic had not yet occurred (in 2018/2019), were at that time, learning on campus was still carried out face-to-face (offline). This finding is in line with Salim, Basri, Husain, Hidayah & Nurhayati (2020) results at Halu Oleo University, which in the dimension of access to the use of digital literacy for students is categorized as good enough at 54.83%.…”

Section: Discussionsupporting

confidence: 89%

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Soeprijanto

Diamah

Rusmono

2022

J. Technol. Sci. Educ.

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This study aimed to determine the direct and indirect effects of digital literacy, self-awareness, career planning on student achievement of prospective teachers of education and technical and vocational training (TVET). This type of research is ex post facto with quantitative data. The method used was comparative causal differential with path analysis. The problems posed are (1) whether there is a direct effect of digital literacy, self-awareness, career planning on learning achievement, and (2) whether there is an indirect effect of digital literacy and self-awareness on learning achievement. The results showed that (1) Digital Literacy and Self Awareness directly affect Career Planning by 42.8%. (2) Taken together, digital literacy, self-awareness, and career planning directly affect student learning achievement. The effect of these three variables reached 50.9%. (3) The direct effect of digital literacy and self-awareness on learning achievement tends to be dominant compared to the indirect effect through Career planning. The total effect of digital literacy on learning achievement is 0.33, with details of the direct effect of 0.263 and the indirect effect of 0.068 through career planning. The total effect of self-awareness on learning achievement is 0.4809, with further information of the direct effect of 0.345, and the indirect effect of career planning is 0.1359. Research recommendations need to be expanded by adding respondents and job literacy variables among prospective TVET teacher students as independent variables.

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Section: Discussionsupporting

confidence: 89%

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Soeprijanto

Diamah

Rusmono

2022

J. Technol. Sci. Educ.

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“…Table 1 showed the categorization of the use of multimedia learning by primary school teachers in Kendari City. The interval and categorization criteria were adopted from the categorization by Salim et al (2020). Based on quantitative inferential analysis was used to differentiate multimedia learning used by the teacher of primary schools in Kendari City concerning the school accreditation reviewed.…”

Section: Methodsmentioning

confidence: 99%

Analysis of the Multimedia Use of Primary Schools

Saputra

Salim

2021

AIJP

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Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.

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“…Perkembangan teknologi informasi sekarang ini semakin pesat. Perkembangan teknologi informasi (TI) dan jejaring internet sekarang ini membuat banyaknya kemunculan digitalisasi (Salim, et al, 2020). Dewasa ini, smartphone sangat dibutuhkan oleh semua kalangan dan bahkan menjadi barang perlengkapan primer karena praktis dibawa kemana-mana dan dapat memudahkan pekerjaan seseorang.…”

Section: Pendahuluanunclassified

Fenomena Phone Snubbing pada Siswa Menengah Pertama

Dwijayanti

Fauzan

Flurentin

2021

JPBPP

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In the midst of the Covid-19 pandemic, smartphones have become the main tool in online learning at all levels of education. This has an impact on the intensity of smartphone use in everyday life. This situation has led to a growing phone snubbing behavior and is not realized by individuals. Phone Snubbing as a phenomenon of excessive individual smartphone use shows a behavior that is ignorant and indifferent to the presence of people around. This behavior is characterized by being fixated on a smartphone that is held so that it can have positive and negative impacts in the social environment, especially in the personal and social fields of students. This descriptive qualitative research aims to describe information about the background and factors causing the phenomenon of phone snubbing behavior in students as well as recommendations for BK service strategies. Data analysis using the Miles and Huberman model. The validity of the research data was carried out by extending observations, increasing persistence and triangulating sources. The results showed 1) The background of phone snubbing behavior in junior high school students stated that the use of smartphones in the high category, namely an average of 6-10 hours per day, caused a high smartphone dependence. The situation of using smartphones when interacting with junior high school students is very diverse, including forms of avoidance, to get rid of boredom, the importance of activities with smartphones, and other needs that require a fast response. The reason for using a smartphone is to fulfill the interests of learning as well as for entertainment, maintaining communication with long distance friends. 2) Four factors that indicate phone snubbing behavior of junior high school students, namely nomophobia, interpersonal conflict, recognition of problems and self-isolation; 3) BK service strategy recommendations include guidance and counseling tailored to the needs. Abstrak: Di tengah pandemi Covid-19, smartphone menjadi piranti utama dalam pembelajaran daring di semua jenjang pendidikan. Hal tersebut berdampak pada intensitas penggunaan smartphone dalam kehidupan sehari-hari. Keadaan tersebut memunculkan perilaku phone snubbing semakin berkembang dan tidak disadari oleh individu. Phone Snubbing sebagai fenomena penggunaan smartphone individu yang berlebihan menunjukan perilaku abai dan tak acuh atas kehadiran orang di sekitar. Perilaku ini ditandai dengan terpaku pada smartphone yang digenggam sehingga dapat menimbulkan dampak positif dan negatif dalam lingkungan sosial, khususnya pada bidang pribadi dan sosial siswa. Penelitian kualitatif deskriptif ini bertujuan untuk menjabarkan informasi tentang latar belakang dan faktor penyebab fenomena perilaku phone snubbing pada siswa serta rekomendasi strategi layanan BK. Analisis data menggunakan model Miles & Huberman. Keabsahan data penelitian dilakukan dengan cara perpanjangan pengamatan, peningkatan ketekunan dan triangulasi sumber. Hasil penelitian menunjukkan 1) Latar belakang perilaku phone snubbing pada siswa SMP menyatakan bahwa penggunaan smartphone dengan kategori tinggi yaitu rata-rata 6-10 jam perhari hingga menyebabkan ketergantungan smartphone yang juga tinggi. Situasi penggunaan smartphone saat interaksi pada siswa SMP sangat beragam, meliputi bentuk penghindaran, untuk mengusir rasa bosan, adanya kepentingan yang terdapat dalam aktivitas dengan smartphone, dan keperluan yang lainnya yang membutuhkan fast response. Alasan penggunaan smartphone untuk memenuhi alih-alih kepentingan belajar juga untuk mencari hiburan, menjaga komunikasi dengan teman jarak jauh. 2) Empat faktor yang mengindikasikan perilaku phone snubbing siswa SMP yaitu nomophobia, konflik interpersonal, pengakuan masalah dan isolasi diri; 3) Rekomendasi strategi layanan BK meliputi bimbingan dan konseling yang disesuaikan dengan kebutuhan.

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The Use of Digital Literacy in Higher Education

Cited by 7 publications

References 14 publications

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Analysis of the Multimedia Use of Primary Schools

Fenomena Phone Snubbing pada Siswa Menengah Pertama

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