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The Effect of Digital Literacy Capabilities and Self-Regulation on the Student's Creativity in Online Physics Teaching

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 3 (2022) · pp. 489–499

DOI
10.15294/jpii.v11i3.31811
ISSN
2089-4392, 2339-1286
Published
2022-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.

Keywords

Collaboration network of the authors

5 authors · 7 co-authorship links

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  • Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
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  • Same organisation
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Minnah El WiddahUniversitas Islam Negeri Sulthan Thaha Saifuddin Jambi1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Digital Literacy Capabilities and Self-Regulation on the Student's Creativity in Online Physics Teaching</dc:title>
	<dc:creator>Syefrinando, B.</dc:creator>
	<dc:creator>Sukarno, S.</dc:creator>
	<dc:creator>Ariawijaya, M.</dc:creator>
	<dc:creator>Nasukha, A.</dc:creator>
	<dc:subject xml:lang="en-US">creativity in online physics learning; digital literacy; self-regulation</dc:subject>
	<dc:description xml:lang="en-US">This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">UIN Sulthan Thaha Saifuddin Jambi</dc:contributor>
	<dc:date>2022-09-30</dc:date>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/31811</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i3.31811</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 3 (2022): September 2022; 489-499</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/31811/13453</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/31811/10201</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/31811/10202</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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