Email this article Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia A Case of Lampung Univesity
Abstract
Abstract Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia A Case of Lampung Univesity. Objective: This study aims to analyze the competence of digital attitudes of chemistry teacher candidates at the University of Lampung. Methods: A total of 200 chemistry teacher candidate students at the teacher training faculty, Universitas Lampung were randomly selected as research samples. The data obtained were analyzed using exploratory factor analysis techniques, reliability, correlation, average value, and variance. Findings Analysis shows that the questionnaire items are grouped into five main factors with the Cronbach alpha coefficient and the percentage of variance as follows attitudes towards digital content creation (a is equal to 0.919 s2 is equal to 39.546 percent) attitudes towards digital information (a is equal to 0.885 s2 is equal to 7.806 percent) attitudes towards digital security (a is equal to 0.871 s2 is equal to 4.321 percent) attitudes towards digital problem solving (a is equal to 0.755 s2 3.410 percent) and attitudes towards digital information (a is equal to 0.793 s2 is equal to 2.974 percent). Conclusion The comparison of the mean and grand mean values shows that attitudes towards information and digital security are more dominant factors in how chemistry teacher students respond to digital devices that support learning.
Keywords digital attitude competence, chemistry teacher candidates, factor analysis.
Abstrak Menilai Kompetensi Sikap Digital Calon Guru Kimia di Indonesia: Suatu Kasus di Universitas Lampung. Tujuan Penelitian ini bertujuan untuk menganalisis kompetensi sikap digital calon guru kimia di Universitas Lampung. Metode Sebanyak 200 calon mahasiswa calon guru kimia di FKIP Universitas Lampung dipilih secara acak sebagai sampel penelitian. Data yang diperoleh dianalisis dengan menggunakan teknik analisis faktor eksplorasi, reliabilitas, korelasi, nilai rata-rata, dan varians. Temuan Hasil analisis menunjukkan bahwa item kuesioner dikelompokkan menjadi lima faktor utama dengan koefisien alpha Cronbach dan persentase varians sebagai berikut sikap terhadap pembuatan konten digital (a sama dengan 0,919 s2 sama dengan 39,546 persen) sikap terhadap informasi digital (a sama dengan 0.885 s2 sama dengan 7,806 persen) sikap terhadap keamanan digital (a sama dengan 0.871 s2 sama dengan 4,321 persen) sikap terhadap pemecahan masalah digital (a sama dengan 0,755 s2 sama dengan 3,410 persen) dan sikap terhadap informasi digital (a sama dengan 0,793 s2 sama dengan 2,974 persen). Kesimpulan Perbandingan nilai mean dan grand mean menunjukkan bahwa sikap terhadap informasi dan keamanan digital merupakan faktor yang lebih dominan dalam respon siswa guru kimia terhadap perangkat digital yang mendukung pembelajaran.
Kata kunci kompetensi sikap digital, calon guru kimia, analisis faktor.
Full Text:
PDFReferences
Aesaert, K., Vanderlinde, R., Tondeur, J., & van Braak, J. (2013). The content of educational technology curricula: a cross-curricular state of the art. Educational Technology Research&Development, 61(1), 131-151.
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: Institute for Prospective Technological Studies. European Commision–Joint Research Centre. Retrieved from https://pdfs.semanticscholar.org/6282/f40a4146985cfef2f44f2c8d45fdb59c 7e9c.pdf.
Al Khateeb, A. A. M. (2017). Measuring digital competence and ict literacy: an exploratory study of in-service english languageteachers in the context of SaudiArabia. International Education Studies,10(12), 38-51.
Alkali, Y. E., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. CyberPsychology and Behavior, 7(4), 421-429.
Avidov-Ungar, O., & Eshet-Alkakay, Y. (2011). Teachers in a world of change: teachers’ knowledge and attitudes towards the implementation of innovative technologies in schools. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 291-303
Aviram, A., & Eshet-Alkalai, Y. (2006). Towards a theoryof digital literacy: three scenarios for the next steps. European Journal of Open, Distance and E-Learning, 9(1).
Belshaw, D. (2011). What is ‘digital literacy’? A Pragmatic Investigation. Durham University. Retrieved from http:etheses.
dur.ac.uk/3446/1/Ed.D._thesis_(FINAL _TO_UPLOAD).pdf?DDD29.
Calvani, A., Fini, A., & Ranieri, M. (2009). Assessing digital competence in secondary education. Issues, models and instruments. Issues in information and media literacy: education, practice and pedagogy, 153-172.
van Deursen, A., & van Dijk, J. (2009). Improving digital skills for the use of online public information and services. Government Information Quarterly, 26, 333-340.
van Deursen, A., & van Dijk, J. (2011). Internet skills and the digital divide. New Media Society, 13, 893-911.
European Commision. (2008).Key competences for lifelong learning. European Reference framework. Luxembourg: Office for Official Publications of the European Communities.
Ferrari, A. (2012). Digital Competence in Practice:An analysis of frameworks. Sevilla: JRC IPTS. Retrieved from https://www.researchgate.net/profile/ Yves_Punie/publication 256460731_ Lecture_Notes_in_Computer_Science/links/55a676dc08ae92aac77f28bd/Lecture-Notes-in-Computer-Science.pdf
Ferrari, A. (2013). DigComp: A framework for developing and understanding digital competence in Europe. Retrieved from http://digcomp.org.pl/wp-content/uploads/2016/07/DIGCOMP-1.0-2013.pdf
Griffin, P., McGraw, B., & Care, E. (Eds.) (2012). Assessment and Teaching of 21st Century Skills. Dordrech: Springer. https://doi.org/10.1007/978-94-007-2324-5.
Hargittai, E., & Hinnant, A. (2008). Digital inequality: differences in young adults’ use of the internet.Communication Research, 35, 602-621. http://dx.doi.org/10.1177/0093650208321782.
Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? Linked portal. Brussels: European Schoolnet (EUN), 1-12. Retrieved from https://helda.helsinki.fi/bitstream/handle10138/154423 Ilom_ki_etal_ 2011_What_is_digital_competence.pdf ?sequence =1.
Jones-Kavalier, B. R., & Flannigan, S. I. (2008). Connecting the digital dots: Literacy of the 21st century. Teacher Librarian, 35(3), 13. Retrieved from http://er.educause.edu/~/media/files/article-downloads/eqm0621.pdf.
Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B. C., Liu, Y., &O’Neil, M. (2007). What is new about the new literacies of online reading comprehension? In secondary school literacy: What research reveals for classroom practice (pp. 37-68). Retrieved from http://geoc.uconn.edu/wp-content/uploads/sites/161/2013/08/NewLiteracies_article.pdf
Nixon, H., & Erstad, O. (2009). Reviewing approaches and perspectives on “digital literacy”. Pedagogies: An International Journal, 4(2), 107-125.
Rantala, L., & Suoranta, J. (2008). Digital literacy
policies in the EU–inclusive partnership as the final stage of governmentality. Digital literacies: Concepts, policies and practices, 91-117.
Sysoyev, P. V., Evstigneeva, I. A., & Evstigneev, M. N. (2015). The development of students’ discourse skills via modern information and communication technologies. Procedia-Social and Behavioral Sciences, 200, 114-121.
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35.
Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. Educational Technology Research & Development, 57, 573-584.
Walker, A., & White, G. (2015). Technology-enhanced Language Learning: Connecting Theory and Practice. Oxford: Oxford University Press.
Westera, W. (2001). Competences in education: a confusion of tongues. Journal of Curriculum Studies, 33(1), 75-88.
Zhong, Z. J. (2011). From access to usage: the divide of self-reported digital skills among adolescents. Computers&Education, 56,736-746.
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.