ANALISIS PENGGGUNAAN LITERASI DIGITAL BERBASIS MEDIA PEMBELAJARAN INFORMATIKA DI SMK ASKHABUL KAHFI SEMARANG

Digital literacy is one type of literacy that must be mastered by Indonesian citizens. Strengthening digital literacy is inseparable from fostering a culture of literacy. The implementation of digital literacy in schools is a must in the form of informatics learning media. Information technology (informatics) subjects in schools are one of the compulsory subjects. Analysis of the application of digital technology-based informatics learning media in schools is needed. This study aims to determine and analyze ICT learning facilities in schools and the extent to which the utilization of informatics learning media is implemented at SMK Askhabul Kahfi Semarang in supporting digital literacy. Using qualitative research methods and analyzed with the Creswell model. The results showed that the informatics learning media used made students learn happily and helped educators. The impact is expected to be that students understand digital literacy as a whole so that students get benefits.

Children and youth are important populations to receive education and training on digital health literacy, while digital health literacy has recently increased attention as an important determinant of child and adolescent health. Albeit schools are the best equipped settings to enhance health-related competencies and digital literacy capacities of children and adolescents, the uptake of digital health literacy by European schools is still in its infancy and progresses somewhat slowly. Reasons are that digital health literacy is a relatively new topic in education, an overcrowded curriculum, lacking training opportunities for teachers on the subject, economic constraints and poor digital health policies for the education sector, and limited knowledge about the digital health literacy needs of schoolchildren, teachers, and schools, as well as missing evidence needed to inform these issues. A new project on digital health literacy in schools in Germany seeks out to close some of these gaps by conducting two large-scale surveys among secondary schoolchildren and teachers. New measurement tools have been developed and used to generate first time data on digital health literacy in schools, not only assessing personal capacities of schoolchildren and teachers but of learning opportunities and instructions concerning digital health literacy teaching and learning provided in schools. These findings will inform future tailored educational programs, public health interventions, and health and education policies in order to enable the uptake of digital health literacy in education, schools, and teacher training.

BackgroundExperts agree that the promotion of (digital) health literacy should be an integral part of the school curriculum. However, promoting (digital) health literacy within the German school system is difficult because (digital) health education is not a mandatory school subject in all the German states. Therefore, experts suggest that (digital) health literacy could be addressed as part of the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).ObjectiveThe goal of this study was to evaluate a newly developed e-learning course that was designed to improve (digital) health literacy in school-age children and concurrently to teach skills specified in the mandatory framework for digital education and digital literacy in schools. It was hypothesized that participants’ health literacy and digital health literacy levels would be higher after completing the e-learning course than they were before doing the course. Furthermore, it was hypothesized that after completing the e-learning course, participants’ subjective and objective knowledge in the domain of (digital) health literacy would be higher than it was before doing the course.MethodsThe pre-post measurement study was conducted online. After participants (N=323) gave their informed consent to participate in the study, they provided demographic information and answered all measures (premeasurement). Following this, participants had 7 days to complete the e-learning course. After finishing the e-learning course, participants answered all the measures again (postmeasurement).ResultsTo test the hypotheses, Bayesian paired samples t tests (1-sided) were conducted. After completing the e-learning course, participants showed higher health literacy levels. Specifically, they showed higher competency levels in the domains of theoretical knowledge (Bayes factor [BF]–0=676,000; δ=–0.316), practical knowledge (BF–0=92,300; δ=–0.294), critical thinking (BF–0=7.42e+13; δ=–0.482), self-awareness (BF–0=11,500,000; δ=–0.345), and citizenship (BF–0=266,000; δ=–0.306). Furthermore, participants achieved higher digital health literacy levels. Specifically, they achieved higher competency levels in the domains of information searching (BF–0=2.339; δ=–0.135), evaluating reliability (BF–0=2.03e+11; δ=–0.434), and determining relevance (BF–0=316,000; δ=–0.308). Moreover, participants demonstrated higher subjective (BF–0=3.58e+82; δ=–1.515) and objective knowledge (BF–0=3.82e+97; δ=–1.758) in the domain of (digital) health literacy.ConclusionsThe newly designed e-learning course provides an easy way for schools and teachers from all German states to integrate (digital) health literacy education into their school curriculums and lessons. The evaluated course is especially attractive because it was designed to improve (digital) health literacy and at the same time to teach skills specified in the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).

Background Digital health literacy is an evolving concept and an interdisciplinary field of study. Digital health literacy describes the ability of people to find, understand, appraise, and apply digital health information and services. Recently, the concept has gained increased attention in European public health and health policy making. Digitalization of society and health care, the rise of digital communication technologies, the impact of digital health on public health, and the advent of artificial intelligence have all contributed significantly to the increasing uptake of digital health literacy. Children and adolescents frequently access health information sources on the Internet and Social Media these days and virtually interact with peers on health matters. Through digital health literacy, they can learn to better navigate these digital information environments and manage health information and services. In order for children and youth to become digitally health literate, it is important to address the development of digital health literacy as early as in schools. However, not only the competencies of schoolchildren matter but that of teachers are likewise important, and so are teaching and learning environments provided within schools. In Germany, digital education and literacy have become a mandatory requirement for schools and are addressed as cross-cutting topics in different school subjects. Both students and teachers are trained and educated in this new school topic. This new educational concept shares many similarities with digital health literacy and allows using these intersections to address digital health literacy in the school. However, evidence is scarce and not much is known about the state of digital health literacy in students and teachers, and even less is known about whether and to what extent digital health literacy is taught in schools. Objectives The goal of this workshop is to present first time findings from a unique German multi-centre, nation-wide school study on digital health literacy in students and teachers conducted in 16 federal states. (i) The first presentation will introduce an adaption of an instrument to measure digital health literacy of schoolchildren in Germany. (ii) The second presentation will introduce first time representative results of schoolchildren's digital health literacy. (iii) The third presentation will have its focus on the learning opportunities in schools concerning digital health literacy from the perspective of schoolchildren. (iv) The fourth presentation will illuminate evidence from the perspective of teaching digital health literacy in schools from the perspective of school teachers and associations with their own digital health literacy. The format of this workshop will be 4x8-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • Digital health literacy has become an important public health topic, which must be addressed as early as in schools. • Targeted curriculum opportunities are important to effectively promote digital health literacy but interventions must address both students and teachers.

The rapid development of digital technology has changed various aspects of life, including education, making digital literacy an essential competency that students must have to face global challenges. This study aims to explore education management strategies in improving digital literacy in schools to prepare students for global challenges. This research uses a systematic literature review method, which includes analyzing various studies and reports related to the implementation of digital literacy in educational settings. The results show that effective digital literacy policies, integration of technology in the curriculum and training for teachers can improve students' ability to use technology productively and creatively. Recommendations generated from this literature study include the importance of the role of teachers in supporting students' digital literacy, the need for adequate technology facilities in schools, and collaboration between schools and various external institutions to improve the quality of digital literacy. The implication of this research is the importance of developing more targeted and technology-based education policies, in order to answer the growing global challenges

This study aimed to (1) examine the relationship between facilities and students' digital literacy in junior high schools, (2) explore the association between learning motivation and students' digital literacy in junior high schools, (3) investigate the correlation between parental involvement and students' digital literacy in junior high schools, and (4) examine the relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools. This research employed a quantitative descriptive approach with an ex post facto design. The subjects of this study were students of State Junior High School 4 Pakem (SMP Negeri 4 Pakem), Yogyakarta, Indonesia, in the seventh and eighth grades. The sampling used a random technique totaling 178 respondents. Data analysis involved correlation and multiple regression analyses. The results indicated the following: (1) there was a significant correlation between facilities and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.407 and a significance value of 0.000 (p < 0.05); (2) a significant correlation existed between students' learning motivation and their digital literacy in junior high schools, with a computed correlation coefficient of 0.449 and a significance value of 0.000 (p < 0.05); (3) a significant correlation was found between parental involvement and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.508 and a significance value of 0.000 (p < 0.05); (4) there was a relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools, as evidenced by the multiple regression analysis, which yielded a computed F-value of 29.693 and a significance value of 0.000 (p < 0.05), with an R2 value of 0.339. This implies that facilities, learning motivation, and parental involvement collectively contribute to 33.9% of students' digital literacy in junior high schools.

Digital literacy is one form of development in the 4.0 revolution era where we can access various desired information quickly. Of course, the digital literacy school environment impacts the learning process significantly. This study aims to analyze how the implementation of digital literacy in elementary schools. This type of research is qualitative with a research design in 4 stages: first, research focus. Second, research implementation (Observation, Interview). Third, data analysis. Fourth, the study results, the research subjects were 1 principal, 6 teachers and 6 students. Data collection techniques and research instruments include observation sheets and interview guidelines—data analysis using an interactive analysis model from Miles and Huberman. The study results show that the application of digital literacy in elementary schools is still not optimal. It is proven when conducting interviews and observations that the learning process is still teacher-centred and generally uses what app group digital literacy media is. In addition, the breakthrough about digital literacy in the school environment is still lacking, so that the implementation of digital literacy is only limited to understanding. Barriers experienced include students having difficulty understanding the material and limited internet quota. Therefore, to maximize the implementation of digital literacy in elementary schools, programs such as conducting training, manuals and digital literacy infrastructure are needed.

With the introduction of the Digital Competence Framework (DigComp+) by the European Commission, European schools have committed to promoting digital and media literacy systematically. DigComp+ shares several intersections with health literacy, e.g., information management, using digital tools, and taking action on the digital and commercial determinants of health, making it an ideal curriculum to teach digital health literacy in schools. However, internationally, not much is known about digital health literacy in schools. The aim of this study is to present data from a representative school study of students and teachers in 16 federal states in Germany. Data was collected using an online survey from a representative sample of N = 1,448 students (9-18 years) and a convenient sample of N = 1,600 teachers. With SPSS, descriptive statistics, chi-square tests, and internal consistency were calculated. Cronbach’s alpha indicated good internal consistency for both tools. Low digital health literacy was reported by 52,9 of students and ∼39,3% of teachers. In students, low digital health literacy linked with younger age (X2 (2)=34.69, p = <.001), family affluence (X2 (4)=24.16, p = <.001), and parental education (X2 (2)=8.26, p=.016). In teachers, it was linked to age (p < .048), school position (p < .001), and their own digital health literacy DHL (p < .001). More than 45% of teachers reported not teaching digital health literacy in schools, while on average, 55% of students indicated they would not learn it in schools. Based on the first digital health literacy in schools study, results suggest DigComp+ is almost not used to teach digital health literacy and both students and teachers have significant deficits in their digital health literacy. Teachers should be trained in digital health literacy so that they can include it in their classroom teachings to promote the digital health literacy of students.

The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.

The purpose of this research is to find out the teacher's perspective on digital literacy in the rural areas of Timor Island. The research approach is qualitative with descriptive method. Research informants are school principals, teachers and students. Data collection techniques using observation, interviews, document studies, questionnaires. Data Analysis Techniques consist of 3 streams of activities that are carried out simultaneously, namely data reduction, data presentation and conclusion/verification. The results of the study are that the diverse perspectives of teachers regarding digital literacy in schools have a low impact on the implementation of digital literacy at SDN Balfai, Kupang Regency. Out of a total of 29 teachers, there were 23 (79%) teachers who had not participated in digital literacy training activities, 6 teachers who had participated in digital literacy training activities (21%) The difference in perspective was the result of various problems in implementing digital literacy in schools, namely: First, the low level of teacher understanding of digital literacy is influenced by the lack of digital literacy training for teachers. Second, apart from that, the weak managerial role of school principals in formulating work programs to implement digital literacy in schools results in the absence of digital literacy programs. Third, the low role of the teacher in implementing school digital literacy. Fourth, online learning activities carried out during the Covid -19 pandemic have not had an impact on digital literacy habits for teachers and students.

Digital literacy must be instilled as early as possible, even in elementary schools (SD). However, the facts on the ground show that digital literacy in elementary schools has not been implemented effectively. Some schools still encounter obstacles, one of which is caused by the limitations of digital literacy tools or media in schools. This obstacle was also experienced by the Baturan Special Program Muhammadiyah Elementary School (PK) and the Muhammadiyah Plus Elementary School Malangjiwan. Basic digital literacy skills, such as typing in Microsoft Word, have not been fully mastered by students. In fact, these skills are very important in this digital era. This community service is carried out by providing direct assistance to students to practice typing in Microsoft Word. The stages in this activity are starting from observation, pre-test, to post-test in the form of typing practice. The hands-on mentoring method allows students to learn to type and recognize the features and uses of Microsoft Word. The results of this dedication show that there has been an increase in students’ competence in understanding Microsoft Word, providing real experience for students to practice typing, and can grow good digital literacy. This activity is carried out with the hope that in the future, students who already have the initial ability to type from the results of this service, can continue to practice and the school can support it by continuing this kind of activity program through a digital literacy program on an ongoing basis.

ZusammenfassungHintergrundDigitale Informationsquellen bieten Jugendlichen schnellen Zugang zu gesundheitsbezogenen Informationen. Schulen sind ideal, um die digitale Gesundheitskompetenz (dGK) zu fördern und Schülerinnen und Schülern (SuS) einen sicheren Umgang mit solchen Informationen zu ermöglichen. Ziel dieses Beitrags ist es, erste Ergebnisse einer repräsentativen Studie zum Erlernen von dGK in Schulen mit Blick auf soziodemografische und sozioökonomische Unterschiede vorzustellen.MethodenDurchgeführt wurde eine Querschnittsstudie mit 1448 SuS (9 bis 18 Jahre) in Deutschland im Rahmen des Projekts DURCHBLICKT!. Über bivariate und multivariate Analysen wurden Unterschiede und Zusammenhänge im Erlernen der dGK und Geschlecht, Alter, Migrationshintergrund sowie subjektiven Sozialstatus überprüft.ErgebnisseEtwa 50 % der SuS gaben an, dGK (eher) nicht in der Schule erlernt zu haben. Der Chi-Quadrat-Test zeigt signifikante Unterschiede in Bezug auf Geschlecht, Alter, Migrationshintergrund und Sozialstatus. Regressionsanalysen zeigen, dass besonders das Alter und der subjektive Sozialstatus bedeutende Faktoren für das Erlernen der dGK sind.DiskussionDie hohe Zahl der SuS, die dGK nicht in der Schule erlernen, ist besorgniserregend, vor allem im Hinblick auf ihre oft geringe dGK. Die Ergebnisse verdeutlichen die Notwendigkeit gezielter Bildungsstrategien – insbesondere solche, die auf Geschlecht und sozioökonomischen Status abgestimmt sind –, um dGK zu fördern und soziale Ungleichheiten zu verringern.

E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.

The digitalization of educational management, implications for teachers’ digital literacy in secondary schools have become very necessary in this era of technology. Relevant literature on digitalization was reviewed. The study has two objectives, among which is to evaluate the digital literacy level among teachers in secondary schools in Kogi State. The research questions were in line with the objectives. A Descriptive Survey research design was employed for the study, a total of 180 teachers and 60 principals were randomly selected across Secondary Schools in Kogi using stratified Sampling. A structured questionnaire tagged ‘Digital Teacher Literacy (DTIQ) was used to collect the data. The instrument was subjected to a reliability test using test- retest reliability coefficient of 0.76. Mean was used to answer the research questions. The finding shows that the digital literacy of teachers on the use of digital resources in the classroom is at low level and their knowledge on how to use videos and online resources to facilitate learning is at a minimal level. The study concludes that digital literacy on digital resources in the classroom is at a low level. The study recommends adequate training, retraining, seminars and workshops for teachers on digital literacy.

This paper aimed to determine teachers' knowledge level in digital literacy and teacher’s perception of the 21st Century Learning in SMK Bako Kuching Sarawak. Many teachers’ nowadays have difficulty to know their level knowledge in digital literacy, especially in the 21st century learning in school. Besides, some teachers have huge interpretation of job burden in spite of teaching using technology. Since there is no study done on this subject in Sarawak, this is the first research done in study teacher’s level perception in digital literacy in school. The objectives of this study were to determine the level of teacher’s digital literacy in SMK Bako. Second, it was to identify significant relationship between antecedents (information literacy, visual literacy, software literacy, technology literacy and computer literacy) and teacher’s perception for 21st century learning in SMK Bako. Third was to determine the moderating effect of gender relationship between digital literacy and teacher’s perception for 21st century learning in SMK Bako. The data was analysed using Pearson Correlation and Multiple Regression to test the hypotheses. This quantitative study shows that there was a significant relationship with digital literacy and teacher’s perception for 21st century learning in SMK Bako Kuching, Sarawak. It was also found that gender moderated the relationship between digital literacy and teachers’ perception in 21st century learning. This study can be a guideline for other researchers, especially in the education sector to evaluate the teacher’s level in digital literacy perception in the future.