scholarly journals ANALISIS LITERASI DIGITAL CALON GURU KIMIA DALAM PELAKSANAAN PPL BERBASIS VIRTUAL DI MASA PANDEMI COVID-19

2020 ◽  
Vol 4 (2) ◽  
pp. 111-121
Author(s):  
Wiwik Kartika Sari ◽  
Ella Izzatin Nada
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Digital Literacy ◽  
Chemistry Education ◽  
Teacher Candidate ◽  
Literacy Skills ◽  
Chemistry Teacher ◽  
Education Students ◽  
Education Data ◽  
Offline Learning

The COVID-19 pandemic has changed the offline learning process to be online, including the implementation of Field Experience Practices (PPL) activities carried out by chemistry education students. The online learning process which is carried out requires students to be proficient in the use of technology. This study aims to analyze the digital literacy skills of chemistry teacher candidate students. This research is a qualitative descriptive which the subjects were 60 students of chemistry education. Data were collected through survey and interview techniques. The instrument used to collect data was a digital literacy questionnaire which was declared valid and reliable based on the instrument test results. The digital literacy aspects tested are information, communication, content creation, safety, and problem solving. Based on the research data analysis, it can be concluded that the digital literacy skills of chemistry teacher candidate students are good. The percentage of the digital literacy level of chemistry education students on each indicator was 87% in the information category, 82% in the communication category, 78% in the content-creator category, 82% in the safety category, and 82% in the problem solving category.

scholarly journals HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENDIDIKAN KIMIA DI MASA PANDEMI COVID-19

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 252-258
Author(s):  
Arivia Monique Rizkyani ◽  
Tonih Feronika ◽  
Nanda Saridewi
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Chemistry Education ◽  
Correlation Technique ◽  
Research Approach ◽  
Stratified Random Sampling ◽  
Academic Procrastination ◽  
Education Students ◽  
Self Regulated Learning ◽  
Regulated Learning

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC PROCRASTINATION IN CHEMISTRY EDUCATION STUDENTS IN THE COVID-19 PANDEMIC  AbstractThe world, including Indonesia, is being hit by the covid-19 outbreak, making students adapt to a new learning process, namely online. Students need self-regulated learning to direct the learning process to achieve optimal learning goals and suppress the level of academic procrastination experienced by students during the covid-19 pandemic. This study aims to determine the relationship between self-regulated learning and academic procrastination in Chemistry Education students during the covid-19 pandemic. This study uses a correlational method with a quantitative research approach. This study's population was 210 students of Chemistry Education class 2017, 2018, and 2019 with a sample size of 68 students who were determined using the proportional stratified random sampling technique. The instruments used were self-regulated learning questionnaires, academic procrastination questionnaires, and interviews. The product-moment correlation technique is used to test the hypothesis. The results obtained a correlation coefficient value of -0.409 with a significance of 0.001, so it can be said that there is a negative and significant relationship between self-regulated learning and academic procrastination in  Chemistry Education students during the covid-19 pandemic.  Abstrak Saat ini dunia termasuk Indonesia sedang dilanda wabah covid-19 yang membuat mahasiswa harus beradaptasi dengan proses pembelajaran baru yakni melalui daring. Mahasiswa membutuhkan kemampuan self regulated learning untuk mengarahkan proses belajar dalam mencapai tujuan pembelajaran yang optimal serta untuk menekan tingkat prokrastinasi akademik yang dialami mahasiswa pada masa pandemi covid-19. Penelitian ini. bertujuan untuk. mengetahui. hubungan antara. self regulated.learning dengan. Prokrastinasi. akademik pada mahasiswa. Pendidikan Kimia di.masa pandemi covid-19. Penelitian ini menggunakan metode korelasional dengan pendekatan penelitian kuantitatif. Populasi penelitian ini adalah mahasiswa Pendidikan Kimia angkatan 2017, 2018, dan 2019 berjumlah 210 mahasiswa dengan jumlah sampel sebanyak 68 mahasiswa yang ditentukan menggunakan teknik proportional stratified random sampling. Instrumen yang digunakan berupa angket self regulated learning, angket prokrastinasi akademik, dan wawancara. Teknik korelasi product moment digunakan untuk menguji hipotesis. Hasil penelitian diperoleh nilai .koefisien korelasi sebesar. – 0,409 dengan. signifikansi 0,001 sehingga.dapat dikatakan bahwa terdapat hubungan.negatif dan signifikan.antara self. regulated. learning dengan prokrastinasi akademik pada. mahasiswa Pendidikan Kimia di.masa pandemi covid-19. 

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

scholarly journals Pemenuhan Hak Pendidikan Dasar Di Kota Ambon Saat Pandemi Covid-19

SASI ◽  
2021 ◽  
Vol 27 (2) ◽  
pp. 196
Author(s):  
Lucia Charlota Octovina Tahamata ◽  
Welly Angela Riry
Keyword(s):  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Basic Education ◽  
Literacy Skills ◽  
Learning System ◽  
Right To Education ◽  
Learning Methods ◽  
The Government ◽  
The Right

Fulfilling of the Right to Education is a part of Human Rights. The right to education has become important in line with government policies to work from home during the Covid 19 pandemic. During the Covid-19 pandemic the learning process uses two learning methods, namely the online method and the offline method. Two learning methods are used for learning but the process has not been implemented optimally by both teachers and students, there are always obstacles faced. The purpose of this study was to determine and study the fulfillment of the right to basic education during the Covid 19 pandemic. The authors conducted research at the Department of Education and Culture of Elementary Schools and Junior High Schools in Ambon City using empirical research methods, data collection techniques through interviews and observations to students. Based on the results of the research conducted, the authors found that the distance learning system in schools in Ambon City was not optimal due to facilities and infrastructure and mastery of technology. which is still low. Fulfilling the right to education requires the involvement of all parties, namely the government, educators, students and parents to work together in the teaching and learning process during the Covid-19 pandemic. The government, educators, students and educational administering institutions at a practical level must strive to develop learning methods with good digital literacy skills so that they need to be improved through trainings using media for online learning for both educators, students and parents

scholarly journals An analysis of interest in students learning of physical chemistry experiment using Scientific approach

2017 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Widinda Normalia Arlianty
Keyword(s):  
Physical Chemistry ◽  
Student Learning ◽  
Learning Process ◽  
Chemistry Education ◽  
Education Students ◽  
Experimental Learning ◽  
Scientific Approach ◽  
Learning Interest ◽  
Academic Year ◽  
Chemistry Experiment

<p class="Abstract">This study was aimed to analyze interest in student learning of physical chemistry experiment on Chemistry Education students, Islamic University of Indonesia. The research was quantitative. The samples of this research were 2<sup>nd</sup>-semester student academic year 2015. The data learning interest of students were collected by questionnaire and documentation of seven title experimental. Learning interest consisted of three indicators, concluded feeling good, attention and activity in the learning process. The results of this research showed that score mean of feeling good  indicator was  25,9;  score  mean  of attention indicator 17,8, and score mean of  activity indicator 8,41.  Score Mean  students for the questionnaire interest in student learning  was 51,83 and this data was categorized as “good”.</p>

scholarly journals Developing assessment in improving students' digital literacy skills

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Erlida Amnie ◽  
Undang Rosidin ◽  
Kartini Herlina ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Problem Solving ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Cognitive Tests ◽  
Problem Solving Skills ◽  
Expert Review ◽  
Learning Assessments ◽  
Need Analysis ◽  
Bartlett Test ◽  
Use Of Assessment

This research aims to develop an assessment of problem solving skills in improving students digital literacy skills. This research is directed to produce physics learning assessments that can improve students digital literacy, namely by using problem solving skills assessments. The use of assessments that refer to the problem solving skills stage is expected to improve students digital literacy. The study is an R&D research with the Borg & Gall development model. On the preliminary research, questionnaire is needed to detect need analysis of an assessment that can help improving student digital literacy skills. Questionnaires were used to collect expert review data, while cognitive tests were used to collect data on students problem solving skills. Cognitive tests by posttest form was held to find out the progress of students understanding during learning process using the products. The results of content validity by Aiken’s V is 0,80. The factor analysis is looked by The Bartlett test value with Chi-squares = 1.604 and significant at 0.659. Therefore, the problem-solving skills assessment from the aspect of content and construction has valid criteria and is suitable for use. The N-Gain test results of students problem-solving skills in the experimental class by 0.3 with a quite effective category higher than the control class of 0.12 with a quite effective category. The results show that the use of assessment of problem-solving skills effectively improved students digital literacy skills.

scholarly journals PERAN LITERASI DIGITAL DALAM MODEL PEMBELAJARAN BLENDED LEARNING MAHASISWA PGMI

2021 ◽  
Vol 3 (1) ◽  
pp. 13-24
Author(s):  
Mutik Nur Fadhilah
Keyword(s):  
Blended Learning ◽  
Digital Literacy ◽  
Learning Model ◽  
Literacy Skills ◽  
Digital Competence ◽  
Descriptive Research ◽  
Offline Learning ◽  
Literacy Process ◽  
Educational Staff

This study aims to determine the application, implementation and role of digital literacy in the blended learning model of PGMI students. The research method is qualitative, using descriptive research. His research background is in one of the private universities in Bangil, namely STAIPANA Bangil, especially students of PGMI semester I and semester V. As for the results of the research, in its application there are three things that need to be considered, namely: digital competence, application of digital competence in the context of the blended learning model, and digital transformation. In addition, its implementation requires educational staff to provide information, guide students or students, provide training and conduct assessments in the digital literacy process in the blended learning model. So that its role is to provide motivation so that the enthusiasm for learning follows the online and offline learning process, increase the digital abilities of students, open a wide discussion space, increase digital literacy skills, increase student soft skills, increase the national literacy movement and increase the ability to interact at the same time without obstructed by distance and space. Keywords: Digital Literacy, Blended Learning

scholarly journals The Effect of Students’ Metacognition and Digital Literacy in Virtual Lectures during the Covid-19 Pandemic on Achievement in the “Methods and Strategies on Physics Learning” Course

2020 ◽  
Vol 9 (4) ◽  
pp. 477-488
Author(s):  
S. Sukarno ◽  
M. El Widdah
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Survey Method ◽  
Education Students ◽  
Physics Learning ◽  
Physics Students ◽  
Anova Table ◽  
Two Stages

This study aims to determine the effect of students’ metacognition and digital literacy skills on virtual lectures in the COVID-19 pandemic on achievement in the “Methods and Strategy on Physic Learning (MSPL)” course. The data was collected using a survey method which involved all 42 physics education students. The data analysis was carried out in two stages, namely the categorization stage and the correlation stage. Based on the data and analysis, it is known that the metacognition skill of physics education students is dominated by the “high” category with 40.47%, followed by the “medium” category at 35.71%, and the remaining 23.82% are at “low” category. As for the digital literacy, the variable is not much different from the metacognition skill, which is dominated by students with high category digital literacy skills at 42.85%, “moderate” category at 33.33%, and the rest 23.82% are at “low” category. Likewise, in the variable conceptualization of the concept of physics and physics learning strategies, physics students who are in the “high” category is more dominant than the “medium” and “low” categories, which are 33.33% and 28.58%, respectively. Based on the ANOVA table, it is known that the value of sig. 0,000, which is less than (<) 0.05. It can be said that X1 (metacognition) and X2 (digital literacy) simultaneously affect the Y variable (mastery of the MSPL concept). This is also reinforced by the calculated F value of 313.111> F table 3.22. It means that the two variables X1 and X2, simultaneously affect the Y variable (mastery of the MSPL concept).

Student-generated video in chemistry education

2020 ◽  
Vol 21 (2) ◽  
pp. 488-495
Author(s):  
Maria Gallardo-Williams ◽  
Layne A. Morsch ◽  
Ciana Paye ◽  
Michael K. Seery
Keyword(s):  
Digital Literacy ◽  
Chemistry Education ◽  
Literacy Skills ◽  
Laboratory Work ◽  
Current Status ◽  
Future Research

Student-generated videos are growing in popularity in education generally, and in chemistry education there are several reports emerging on their use in practice. Interest in their use in chemistry is grounded in the visual nature of chemistry, the role of laboratory work in chemistry, and a desire to enhance digital literacy skills. In this perspective, we consider the place of student-generated videos in chemistry education, by first considering an appropriate pedagogical rationale for their usage. We then survey the reports of student-generated video with this framework in mind, exploring the role of generation in the reports surveyed. From this, we summarise the current status of student-generated videos in chemistry education and highlight from our readings some considerations for future research in this area, as well as guidelines for practitioners wishing to integrate student-generated video into their practice.

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