Perception and Understanding of Chemistry Teachers toward Digital Literacy Based on Teachers Competence in the Disruption Era
Abstract
Abstract: Digital literacy skills in the era of disruption are needed not only the ability to find, use and disseminate information in learning, but also the ability to make information, critical evaluation, accuracy of the application used and in-depth understanding of the content of the information so as not to cause errors. This study aims to describe the perception and understanding of digital literacy of chemistry teachers at the SMA MA level in the era of disruption. The method used is descriptive method. The research sample was 23 high school/MA chemistry teachers in the Bogor area who were determined by cluster random sampling. The instruments used consisted of FGD instruments and questionnaires. The data obtained were analyzed descriptively quantitatively. Based on the data, it is known that the perception and understanding of high school/MA chemistry teachers on digital literacy in the era of disruption in the realm of educator competence is 86.40 percent (Very Good). The results of statistical tests state that there is no significant relationship between years of service, gender, school where they teach, and certification status with the digital literacy competence of chemistry teachers.
Keywords: digital literacy, teacher perception, chemistry teacher.
Abstrak: Kemampuan literasi digital di era disrupsi diperlukan bukan hanya sekedar kemampuan mencari, menggunakan dan menyebarkan informasi dalam pembelajaran akan tetapi, diperlukan kemampuan membuat informasi, evaluasi kritis, ketepatan aplikasi yang digunakan dan pemahaman mendalam dari isi informasi sehingga tidak menimbulkan kesalahan. Penelitian bertujuan untuk menggambarkan persepsi dan pemahaman literasi digital guru kimia pada tingkat SMA MA di era disrupsi. Metode penelitian yang digunakan adalah metode deskriptif. Sampel penelitian adalah 23 orang guru kimia SMA/MA di wilayah Bogor yang ditentukan secara cluster random sampling. Instrumen yang digunakan terdiri dari instrumen FGD dan kuesioner. Data yang diperoleh dianalisis secara deskriptif kuantitatif. Berdasarkan data diketahui bahwa persepsi dan pemahaman guru kimia SMA/MA terhadap literasi digital era disrupsi pada ranah kompetensi pendidik sebesar 86,40 persen (Sangat Baik). Hasil uji statistika menyatakan antara masa kerja, gender, sekolah tempat mengajar, dan status sertifikasi tidak terdapat hubungan yang signifikan dengan kompetensi literasi digital guru kimia.
Kata kunci: literasi digital, persepsi guru, guru kimia.
Full Text:
PDFReferences
Akbar, M. F., & Anggaraeni, F. D. (2017). Teknologi dalam Pendidikan: Literasi Digital dan Selfdirected Learning pada Mahasiswa Skripsi. Jurnal Indigenous, 2(1), 28–38. https://doi.org/10.23917/indigenous.v1i1.4458
Anwar, Nuryani y. Rustaman, Ari widodo, sri Recrjeki. (2014). Kemampuan Pedagogical Content Knowledge Guru Biologi yang Berpengalaman dan yang Belum Berpengalaman. Jurnal Pencaiaran MIPA. Volume 19. Nornor l. April 201.1. hhn. 69-73
Astuti, Y. D. (2017). Peperangan Generasi Digital Natives Melawan Digital Hoax Melalui Kompetisi Kreatif. Informasi, 47(2), 229–242. https://doi.org/10.21831/informasi.v47i2.16658
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik Jakarta: Rineka Cipta
Aslan, A., Zhu, C., & Brussel, V. U. (2016). Influencing Factors and Integration of TEKNOLOGI INFORMASI DAN KOMUNIKASI into Teaching Practices of Pre- service and Starting Teachers. January 2017. https://doi.org/10.21890/ijres.81048
Ata, R., & Yildrim, K. (2019). Turkish Pre-Service Teacher's Perceptions of Digital Citizenship in Education Programs. Jurnal of Information Technology Education: Research, 18, 419-436.
Álvarez, J. F., & Gisbert, M. (2015). Grado de alfa betización informacional del profesorado de Secundaria en España: Creencias y autopercepciones [Information Literacy Grade of Secondary School Teachers in Spain - Beliefs and Self-Perceptions]. Comunicar,45. doi:10.3916/C45-2015-20
Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Journal of International Education Research (JIER), 13(1), 1–16. https://doi.org/10.19030/jier.v13i1.9907
Depdiknas. (2005-b). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional. Pendidikan. Jakarta: Fokusmedia
Depdiknas. (2007). Peraturan Pemerintah Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Jakarta: Fokusmedia Davies, Sarah (2015), Spotlight on digital capabilities: http://digitalcapability.jiscinvolve.org/wp/2015/06/05/spotlight-on-digital-capabilities/, diakses tanggal 5 Oktober 2015
Deakin Learning Futures (2013), Communication Skills: http://www.deakin.edu.au/__data/assets/pdf_file/0017/38006/digital-literacy.pdf, diakses tanggal 5 Oktober 2015
Hamidulloh. (2018). Penguatan Literasi Baru pada Guru Madrasah Ibtidaiyah dalam Menjawab Tantangan Era Revolusi Industri 4.0. 1(1), 1–21.
Holme, T. A., Luxford, C. J., & Brandriet, A. (2015). Defining Conceptual Understanding in General Chemistry. Journal of Chemical Education, 92(9), 1477–1483. https://doi.org/10.1021/acs.jchemed.5b00218
Gumilar, G., Adiprasetio, J., & Maharani, N. (2017). Literasi Media: Cerdas Menggunakan Media Sosial Dalam Menanggulangi Berita Palsu (Hoax) Oleh Siswa SMA. Jurnal Pengabdian Kepada Masyarakat, 1(1), 35–4
Helleve, I., Grov Almås, A., & Bjørkelo, B. (2020). Becoming a professional digital competent teacher. Professional Development in Education, 46(2), 324–336. https://doi.org/10.1080/19415257.2019.1585381
Matondang, Zulkifli (2009). Validitas Dan Reliabilitas Suatu Instrumen Penelitian. Jurnal Tabularasa, 6 (1). pp. 87-97. ISSN 1693-7732
Kurniawati, J., & Baroroh, S. (2016). Literasi Media Digital Mahasiswa Universitas Muhammadiyah Bengkulu. Jurnal Komunikator, 8(2), 51–66
Loughran J., Amanda Berry & Pamela Mulhall. (2006). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam: Sense Publishers.
Lee, S. (2014). Digital Literacy Education for the Development of Digital Literacy, 5(September), 29–43. http://doi.org/10.4018/ijdldc.2014070103
Luik, P., Taimalu, M., & Suviste, R. (2017). Perceptions of technological , pedagogical and content knowledge ( TPACK ) among pre-service teachers in Estonia. https://doi.org/10.1007/s10639-017-9633-1
Megawanti, P., Megawati, E., & Nurkhafifah, S. (2020). Persepsi Peserta Didik terhadap PJJ pada Masa Pandemi COVID-19. Jurnal Ilmiah Pendidikan, 7(2), 75–82.
Mukhid, Abd. (2009). Self-efficacy (Perspektif Teori Kognitif Sosial dan Implikasinya terhadap Pendidikan). Jurnal Tadrîs. Volume 4. Nomor 1. 2009.
Mairisiska, dkk. (2014). Pengembangan Perangkat Pembelajaran Berbasis TPACK pada Materi Sifat Koligatif Larutan untuk Meningkatkan Keterampilan Berpikir Kritis Siswa, Jurnal Edusains Volume 3 Nomor 1, 28 -37.
Maulana, Murad. Definisi, Manfaat dan Elemen Penting Literasi Digital.
National Research Council. (1996). National Science Education Standards. Washington DC: National Academic Press
Ni Komang Suni Astini, “Tantangan Dan Peluang Pemanfaatan Teknologi Informasi Dalam Pembelajaran Online Masa Covid-19,” Cetta: Jurnal Ilmu Pendidikan 3, no. 2 (2020): 241–255.
Payton, S & Hague, C. (2010). Digital Literacy professional development resource. Bristol: Futurelab. Diakses pada tanggal 29 Maret 2021. https://www.nfer.ac.uk/publications/futl07/futl07.pdf
Pratiwi, N. & Pritanova, N. (2017). Pengaruh Literasu Digital terhadap Psikologis Anak dan Remaja. STKIP Siliwangi Journals, 6 (1). 11-24.
Putra, R. M. D. (2018). Inovasi Pelayanan Publik di Era Disrupsi (Studi tentang Keberlanjutan Inovasi E-Health di Kota Surabaya). Jurnal Kebijakan Dan Manajemen Publik, 6(2), 1–13.
Rahmawan, D. (2019). Pengembangan Konten Positif sebagai bagian dari Gerakan Literasi Digital. Jurnal Kajian Komunikasi. 7 (1). 31-43.
Radovan, V. (2014). Digital Literacy as Prerequisite for Achieving Good Academic Performance. Croatia: Ecil.
Rianto. P. (2016). Media Baru, Visi Khalayak Aktif dan Urgensi Literasi Media. Jurnal Komunikasi, 1(2), 90-96.
Sriundy, I. M. (2015). Metodologi Penelitian. Unessa University Press Surabaya.
Sumera, & Tarique. (2011). Preparing Prospective Teachers To Integrate Teknologi Informasi Dan Komunikasi Practices. 41, 121–139.
Suparlan, 2008, Menjadi Guru Efektif, Jakarta: Hikayat Publishing
Rianto, Puji (2019), Literasi Digital dan Etika Media Sosial di Era Post-Truth, Interaksi: Jurnal Ilmu Komunikasi Vol. 8, No. 2, Desember 2019, pp.24 – 35
Rianto, P. (2016). Media Baru, Visi Khalayak Aktif dan Urgensi Literasi Media. Jurnal Komunikasi, 1(2), 90–96. https://doi.org/10.25008/jkiski.v1i2.54
Rahmawan, D., Mahameruaji, J. N., & Anisa, R. (2019). Pengembangan konten positif sebagai bagian dari gerakan literasi digital. Jurnal Kajian Komunikasi, 7(1), 31. https://doi.org/10.24198/jkk.v7i1.20575
Setyaningsih, R., Abdullah, A., Prihantoro, E., & Hustinawaty, H. (2019). Model Penguatan Literasi Digital Melalui Pemanfaatan E-Learning. Jurnal ASPIKOM, 3(6), 1200. https://doi.org/10.24329/aspikom.v3i6.333
Soh, C., & Connolly, D. (2021). New Frontiers of Profit and Risk: The Fourth Industrial Revolution’s Impact on Business and Human Rights. New Political Economy, 26(1), 168–185. https://doi.org/10.1080/13563467.2020.1723514
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1–21. https://doi.org/10.1080/2331186X.2018.1519143
Sen, S., & Temel, S.(2016). An analysis of prospective chemistry teacher’s attitudes towards information and communication technologies, and of their confidence in technological and pedagogical content knowledge. Participatory Educational Research (PER), 1-10. http://dx.doi.org/10.17275/per.16.spi.2.1
Shopova, T. (2010). Digital Literacy Of Students And Its Improvement At The University, 7(2), 2–3. http://doi.org/10.7160/eriesj.2014.070201.Introduction
Silvana, H., & Darmawan, C. (2018). Pendidikan Literasi Digital di Kalangan Usia Muda di Kota Bandung. Pedagogia: Jurnal Ilmu Pendidikan, 16(2), 146–156. https://doi.org/10.17509/pdgia.v16i2.11327
Science for all Americans Online. Depdiknas. (2005-a).Undang-Undang RI Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Fokus-media.
Siregar, Nelson. (1998). Penelitian Kelas: Teori, Metodologi, dan Analisis. Bandung: IKIP Bandung Press
Tsaniyah, N., & Juliana, K. A. (2019). Literasi Digital Sebagai Upaya Menangkal Hoaks di Era Disrupsi. Al-Balagh: Jurnal Dakwah Dan Komunikasi, 4(1), 121–140. https://doi.org/10.22515/balagh.v4i1.1555
Yunita, L., & Bahriah, E. S. (2020). The development of asessment higher order thinking skills ( HOTS ) through online based application The development of asessment higher order thinking skills ( HOTS ) through online based application. https://doi.org/10.1088/1742-6596/1511/1/012035
Yusuf, Y. (2017). Learning Chemistry by ICT ( Virtual Animation ) at Maumere High School , East Nusa Tenggara. 2(1), 67–70.
Zhou, Q., Hu, J., & Gao, S. (2010). Chemistry teachers ’ attitude towards ICT in Xi ’ an. 2, 4629–4637. https://doi.org/10.1016/j.sbspro.2010.03.741
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.