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.

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 NEED ANALYSIS OF STUDENT WORKSHEET (LKS) OF IONIC EQUILIBRIUM AND pH OF THE SALT SOLUTION BASED ON PROBLEM SOLVING

2021 ◽  
Vol 12 (2) ◽  
pp. 137
Author(s):  
Faizah Faizah ◽  
Suciati Rahayu Widyastuti
Keyword(s):  
Problem Solving ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Industrial Revolution ◽  
Ionic Equilibrium ◽  
Problem Solving Skills ◽  
Need Analysis ◽  
Qualitative Descriptive ◽  
The Media ◽  
Support Students

Problem solving skills are one of the skills needed by students in the era of the industrial revolution 4.0, so it becomes a challenge for a teacher to design creative learning. One of the media that supports students' problem solving skills is to use worksheets. Meanwhile, the worksheets used so far are general in nature. Suitable worksheets are developed that support students in solving problems, namely problem solving-based worksheets. This study aims to analyze the need for problem solving-based student worksheets. This type of research is a qualitative descriptive study. This needs analysis is part of the research and development of the 4D model, specifically the Define stage. The subjects in this study were students of class XII in SMA Negeri 3 Cirebon City and chemistry teachers as informants. The results showed that students needed worksheets that were more attractive and easy to understand. The worksheets available are in accordance with KD, KI and the 2013 curriculum, but not yet according to student needs. Based on data obtained from several analyzes including analysis of student perceptions, teacher perceptions, student characteristics, curriculum, assignments, concepts and analysis of learning objectives. So it is necessary to develop problem solving worksheets, especially in the matter of ionic equilibrium and pH of salt solutions which can train students to solve problems and relate theory to facts in everyday life.

scholarly journals DIGITAL LITERACY COMPETENCES IN IMPROVING THE PROBLEM-SOLVING SKILLS IN FACING THE INDUSTRIAL REVOLUTION 4.0

2021 ◽  
Vol 23 (2) ◽  
pp. 290
Author(s):  
Nining Harnani ◽  
Dodi Tisna Amijaya ◽  
Luthfi Setiadiwibawa
Keyword(s):  
Regression Analysis ◽  
Problem Solving ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Sampling Technique ◽  
Colleges And Universities ◽  
Analytical Tool ◽  
Public And Private ◽  
Problem Solving Skills ◽  
Verification Methods

This study aims to determine student’s digital literacy competences in improving the problem-solving skills in facing the era of Industrial Revolution 4.0, which is conducted on students at several state and private universities in Bandung. This study is expected to contribute to determining student’s digital literacy competences. The methods used in this study are descriptive and verification methods, in which the data obtained will be turned into numbers, converted into percentages, and then described. The sampling technique used is purposive sampling technique, namely students at colleges and universities, both public and private in Bandung. In this study, the sample used is 300 students. The analytical tool used is regression analysis with the SPSS program. Based on the results of the study, it is found that the digital literacy competences of students in Bandung can be categorized as Good, and the problem-solving skills of students in Bandung can be categorized as Good. The results of regression analysis shown that t-count (10,902) > t-table (1,967). This means that the digital literacy competences have an effect on problem-solving skills, in which every change of 1 (one) unit in the digital literacy competences can increase the problem-solving skills by 720 units. Therefore, it can be concluded that the digital literacy competences significantly influence the problem-solving skills.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2011 ◽  
pp. 1554-1569
Author(s):  
Susan E. 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 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.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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