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Factor analysis of the relationship of curiosity and device addiction through motivation to digital literacy in the context of smart learning

Jurnal Pendidikan Vokasi · Vol. 13 No. 3 (2023) · hlm. 320–333

DOI
10.21831/jpv.v13i3.62720
ISSN
2476-9401, 2088-2866
Terbit
2023-11-21
Penerbit
ADGVI & Graduate School of Universitas Negeri Yogyakarta
Bahasa
eng

Abstrak

This study aims to investigate the relationship between curiosity and device addiction factors and motivation towards digital literacy in the context of smart learning. This study used a qualitative approach involving 228 students majoring in Electronics Engineering Education at Universitas Negeri Padang. Data were collected through a Likert-scale questionnaire with a saturated sampling method, ensuring all relevant respondents were involved. To evaluate the measurement model of the research questions, Structural Equation Modeling (SEM) analysis was used. The results revealed that digital literacy is significantly influenced by three main factors: curiosity, gadget addiction and app addiction. Furthermore, the study found that curiosity-driven motivation tends to improve digital literacy, while gadget and app addiction have a negative impact. These findings provide valuable insights for curriculum development, especially in improving digital literacy among electrical engineering education students. In addition, this study highlights the importance of educational interventions that can manage the wise use of technology and promote constructive curiosity. This research contributes to the understanding of how curiosity and excessive use of technology can affect digital literacy skills, which are crucial to face the challenges of the Industrial Revolution 4.0 era. Thus, the results of this study can serve as a basis for more effective educational strategies in preparing students for future digital challenges.

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  • Universitas PGRI Delta
  • Mulawarman University
  • Universitas Halu Oleo
  • Politeknik Negeri Ujung Pandang
  • Hasanuddin University
  • Indonesia University of Education
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Suyitno SuyitnoMulawarman University3
Mochamad Bruri TriyonoAfiliasi tidak diketahui3
Mazlina Che MustafaAfiliasi tidak diketahui2
Roznim Mohamad RasliAfiliasi tidak diketahui2
Sopia Md YassinAfiliasi tidak diketahui2
Lestariningsih LestariningsihUniversitas PGRI Delta1
Agus Mulyanto SetiawanUniversitas PGRI Delta1
Winarno WinarnoAfiliasi tidak diketahui1
Muhammad BasirAfiliasi tidak diketahui1
Ahmad FadholiAfiliasi tidak diketahui1
Muhammad AminUniversitas Halu Oleo1
Widarto WidartoAfiliasi tidak diketahui1
Noto WidodoAfiliasi tidak diketahui1
Nur HidayahPoliteknik Negeri Ujung Pandang1
Afdal AfdalAfiliasi tidak diketahui1
Umi Anugerah IzzatiAfiliasi tidak diketahui1
Zadrian ArdiAfiliasi tidak diketahui1
Firman FirmanHasanuddin University1
Alfaiz AlfaizAfiliasi tidak diketahui1
Reza TririzkyAfiliasi tidak diketahui1
Suresh ThanakodiAfiliasi tidak diketahui1
Nor Azah Abdul AzizAfiliasi tidak diketahui1
Herminarto SofyanAfiliasi tidak diketahui1
Muhammad NurtantoAfiliasi tidak diketahui1
Nor Azah Abdul AzizAfiliasi tidak diketahui1
Nur Hanani ZakariaAfiliasi tidak diketahui1
Emilda HashimAfiliasi tidak diketahui1
Nuur Wachid Abdul MajidIndonesia University of Education1
Putu SudiraAfiliasi tidak diketahui1
Warju WarjuAfiliasi tidak diketahui1
Farid MutohhariAfiliasi tidak diketahui1
Fajar Danur IsnantyoAfiliasi tidak diketahui1
Ahmad Adnan ShoukatAfiliasi tidak diketahui1
Adnan Aslam NoonAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://journal.uny.ac.id/index.php/jpv/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Factor analysis of the relationship of curiosity and device addiction through motivation to digital literacy in the context of smart learning</dc:title>
	<dc:creator>Hendriyani, Yeka</dc:creator>
	<dc:creator>Anwar, Muhammad</dc:creator>
	<dc:creator>Hidayat, Hendra</dc:creator>
	<dc:creator>Sabrina, Elsa</dc:creator>
	<dc:creator>Pardjono, Pardjono</dc:creator>
	<dc:creator>Saari, Erni Marlina</dc:creator>
	<dc:subject xml:lang="en-US">curiosity</dc:subject>
	<dc:subject xml:lang="en-US">digital literacy</dc:subject>
	<dc:subject xml:lang="en-US">gadget addiction</dc:subject>
	<dc:subject xml:lang="en-US">industrial revolution RI 4.0</dc:subject>
	<dc:subject xml:lang="en-US">motivation</dc:subject>
	<dc:description xml:lang="en-US">This study aims to investigate the relationship between curiosity and device addiction factors and motivation towards digital literacy in the context of smart learning. This study used a qualitative approach involving 228 students majoring in Electronics Engineering Education at Universitas Negeri Padang. Data were collected through a Likert-scale questionnaire with a saturated sampling method, ensuring all relevant respondents were involved. To evaluate the measurement model of the research questions, Structural Equation Modeling (SEM) analysis was used. The results revealed that digital literacy is significantly influenced by three main factors: curiosity, gadget addiction and app addiction. Furthermore, the study found that curiosity-driven motivation tends to improve digital literacy, while gadget and app addiction have a negative impact. These findings provide valuable insights for curriculum development, especially in improving digital literacy among electrical engineering education students. In addition, this study highlights the importance of educational interventions that can manage the wise use of technology and promote constructive curiosity. This research contributes to the understanding of how curiosity and excessive use of technology can affect digital literacy skills, which are crucial to face the challenges of the Industrial Revolution 4.0 era. Thus, the results of this study can serve as a basis for more effective educational strategies in preparing students for future digital challenges.</dc:description>
	<dc:publisher xml:lang="en-US">ADGVI &amp; Graduate School of Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2023-11-21</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/jpv/article/view/62720</dc:identifier>
	<dc:identifier>10.21831/jpv.v13i3.62720</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Vokasi; Vol. 13 No. 3 (2023); 320-333</dc:source>
	<dc:source>2476-9401</dc:source>
	<dc:source>2088-2866</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/jpv/article/view/62720/21796</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan Vokasi</dc:rights>
</oai_dc:dc>