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Exploring the correlation of self-perception on the use of digital literacy in learning

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 6 (2024) · hlm. 4354–4364

DOI
10.11591/ijere.v13i6.27114
ISSN
2620-5440, 2252-8822
Terbit
2024-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The rapid development of technology in the era of the fourth industrial revolution requires teachers to have good digital literacy competencies to present interactive, current, and adaptive learning. In line with this condition, this research aims to map prospective teachers’ digital literacy competency levels and explain the relationship between sub-areas of competency in digital literacy. The method used is quantitative, with validity testing using the reference value of item-total correlation, reliability testing using the reference value of Cronbach’s alpha, and normality testing using the Kolmogorov-Smirnov test. The levels of prospective teachers’ digital literacy competencies are mapped through descriptive quantitative analysis. Then, the correlation between competency areas is analyzed using bivariate correlation tests. The results of this study show that the majority of prospective teachers, accounting for 72.32%, have a moderate level of digital literacy competencies with a digital literacy index of 3.67. The relationship between measured sub-areas of digital literacy competencies shows a positive relationship. Still, it does not indicate a substantial correlation, indicating that more than the high scores on the digital literacy index and information is needed to support the competence of prospective teachers in creating digital content. This research is beneficial for higher education institutions in improving the digital literacy skills of prospective teachers. To enhance the digital literacy competencies of prospective teachers from a moderate level to a high level, there is a need for programs that strengthen the collaborative and communication sub-areas of competencies and programs that enhance the data and information literacy sub-areas.

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  • State University of Malang
  • University of Technology Malaysia
  • University of Brawijaya
  • State University of Makassar
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Rekan penulisOrganisasiArtikel bersama
Imam SuyitnoState University of Malang3
Sri Lestari RahayuState University of Malang1
Fauziatul FajarohState University of Malang1
Roekhan RoekhanState University of Malang1
Martutik MartutikState University of Malang1
Ary FawziState University of Malang1
Dewi ArianiState University of Malang1
Heni Dwi AristaUniversity of Brawijaya1
Ariva LuciandikaState University of Malang1
Kusubakti AndajaniState University of Malang1
Asri IsmailState University of Makassar1
Bambang PrastioState University of Malang1
Nurul MurtadhoState University of Malang1
Muhammad AlfanState University of Malang1
Muslihati MuslihatiState University of Malang1
Asnul Dahar MinghatUniversity of Technology Malaysia1
Nooraini OthmanUniversity of Technology Malaysia1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Exploring the correlation of self-perception on the use of digital literacy in learning</dc:title>
	<dc:creator>Hasanah, Uswatun</dc:creator>
	<dc:creator>Santoso, Anang</dc:creator>
	<dc:creator>Pratiwi, Yuni</dc:creator>
	<dc:creator>Sulthoni, Sulthoni</dc:creator>
	<dc:creator>Farid, Mujahidin</dc:creator>
	<dc:subject xml:lang="en-US">Correlation; Digital literacy; Self-perception; Technology use; The prospective teacher</dc:subject>
	<dc:description xml:lang="en-US">The rapid development of technology in the era of the fourth industrial revolution requires teachers to have good digital literacy competencies to present interactive, current, and adaptive learning. In line with this condition, this research aims to map prospective teachers’ digital literacy competency levels and explain the relationship between sub-areas of competency in digital literacy. The method used is quantitative, with validity testing using the reference value of item-total correlation, reliability testing using the reference value of Cronbach’s alpha, and normality testing using the Kolmogorov-Smirnov test. The levels of prospective teachers’ digital literacy competencies are mapped through descriptive quantitative analysis. Then, the correlation between competency areas is analyzed using bivariate correlation tests. The results of this study show that the majority of prospective teachers, accounting for 72.32%, have a moderate level of digital literacy competencies with a digital literacy index of 3.67. The relationship between measured sub-areas of digital literacy competencies shows a positive relationship. Still, it does not indicate a substantial correlation, indicating that more than the high scores on the digital literacy index and information is needed to support the competence of prospective teachers in creating digital content. This research is beneficial for higher education institutions in improving the digital literacy skills of prospective teachers. To enhance the digital literacy competencies of prospective teachers from a moderate level to a high level, there is a need for programs that strengthen the collaborative and communication sub-areas of competencies and programs that enhance the data and information literacy sub-areas.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">UIN Sayyid Ali Rahmatullah Tulungagung</dc:contributor>
	<dc:date>2024-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/27114</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i6.27114</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 6: December 2024; 4354-4364</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i6</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/27114/14193</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>