Dampak Digitalisasi terhadap Distorsi Pemaknaan Tafsir Ayat Jihad di Kalangan Masyarakat Awam

The aim of this study was to identify the relationship between the level of digital literacy and self-directed learning among students of Sharif University of Technology. Digital literacy refers to the set of capabilities required for the effective use of information and communication technologies in a knowledge society. Self-directed learning is a process in which people identify their learning needs and implement appropriate learning strategies. Its dimensions are self-management, self-control and desire to learn. Self-management is related to work control issues focuses on the behavioral and social aspects of learning tendencies. Outdoor activities, in this sense, are related to the learning process. Self-management is related to setting learning goals and managing learning resources. Questions about management goal, learning methods, support, and outcomes are discussed collaboratively and continuously. Self-control considers cognitive and metacognitive processes, including the monitoring of learning strategies, as well as the ability to think about the way of thinking (planning and modifying thinking according to the purpose of learning). Self-control is the process by which the learner becomes responsible for his or her own mental construction. The basic concept of the desire to learn dimension is that motivation plays an important role in taking action and maintaining the effort to learn and complete cognitive goals. Despite our limited understanding of the relationship between motivation and cognition, there is ample evidence that motivational factors have many practical effects on a variety of cognitive activities. In his regard, there are five questions as below: Question 1: What is the relationship between the level of digital literacy and students' self-directed learning and its various dimensions? Question 2: What is the relationship between students' gender and digital literacy and their self-directed learning? Question 3: What is the relationship between education and digital literacy and students' self-directed learning? Question 4: What is the relationship between college and digital literacy and students' self-directed learning? Question 5: What is the relationship between students' participation in IT courses and their level of digital literacy? This research is applied in terms of purpose and is a descriptive-survey in terms of data collection method. Is. In this study, Sharif University of Technology students in undergraduate and graduate studies were selected as the statistical population. 8709 students are studying in 13 faculties of this university. The number of male and female students in bachelor's and master's degrees is almost equal. Stratified sampling method was used and 30 students (15 male and 15 female) from each faculty were randomly selected. A total of 390 people were randomly selected of which 195 were female and 195 were male. In order to assess the level of digital literacy of students and their self-directed learning, researcher-made and standard questionnaires were used, respectively. a standard questionnaire was used to assess the self-directed learning of the respondents. This questionnaire is the Fisher standard questionnaire with 40 items that was introduced in 2001. The response scale is the Likert five-choice range (too low = 1 to too high = 5). Score of the self-directed learning variable of each respondent was equal to the median score of items. Since there was not any updated and appropriate questionnaire to measure the level of digital literacy, the researcher decided to design a researcher-made questionnaire with the following steps: 1- Digital literacy reference sources such as Microsoft and North Star companies were used to design the questionnaire. The questions on these websites cover various areas of digital literacy, from beginner to advanced. 2- The questions were modified and localized. The final questionnaire consisted of 25 items that items 1 to 18 measured the digital literacy level of the respondent as a practical test and items 19 to 25 measured the respondents' mental perceptions of their digital literacy level. 3- The questionnaire was revised by 14 experts and professors to ensure its validity 4- Cronbach's alpha test was used to assess the reliability of the questionnaire. The results showed the high reliability of the questionnaire. The results showed that there is a positive and significant relationship between the level of digital literacy and students' self-directed learning and all its dimensions. It can be concluded that the digital literacy of Sharif University of Technology students is not at a very good level. In order to improve its students 'academic achievement indicators, the university can hold various courses to increase students' digital literacy skills.

IntroductionAgricultural scale operation serves as a crucial avenue for advancing the construction of agricultural modernization and fostering the development of a formidable agricultural nation. It is important to note that agricultural scale operation underscores not only the expansion of land acreage but also the contiguous and integrated management of land parcels.MethodsThis study utilizes data from the 2020 Chinese Academy of Social Sciences rural revitalization research to assess farmers' digital literacy levels through factor analysis and principal component analysis. After elucidating the underlying logic of how digital literacy influences the scale of agricultural land operations, we employ linear regression models, mediated moderation models, and other statistical tools to delve into the specific impacts of farmers' digital literacy on their farmland scaling behaviors.ResultsThe findings reveal that: (1) Digital literacy exerts a positive effect on the scale of farmland management undertaken by farmers. Specifically, for every unit increase in farmers' digital literacy, there is an average corresponding increase of 0.811 units in the overall scale of farmland management, 0.454 units in plot size, and 0.633 units in land concentration, respectively. (2) Mechanism testing reveals that an enhancement in farmers' digital literacy facilitates farmland transfers, thereby promoting large-scale farmland operations. Additionally, farmers' land dependence amplifies the positive effect of digital literacy on such operations. (3) Sub-dimension analysis yields further insights: In the realm of digital access, improved digital media literacy encourages farmers to consolidate their land holdings, expand production scales, harness economies of scale, and ultimately boost agricultural production efficiency. Within the digital application dimension, heightened levels of digital business literacy and digital information literacy among farmers spur the expansion of their land operation scales and increase land concentration. Conversely, elevated digital social literacy and digital problem-solving literacy primarily drive the expansion of land operation scales but exert minimal influence on land concentration. (4) Heterogeneity analysis uncovers variations in the impact of farmers' digital literacy on farmland scale operation behavior across different human capital levels, age groups, and urban-rural contexts.DiscussionConsequently, to foster farmland scale operations, it is imperative to: Promote the development of rural digital infrastructure to enhance farmers' digital accessibility. Strengthen the factor market system to facilitate efficient circulation of various factors. Increase support for farmer benefits and assistance programs to bolster their risk resilience. Intensify skills training for farmers to activate their intrinsic motivations as primary actors in this process.

The 21st century is known for its rapid technological developments, one of which is the development of digital technology. This digital technology has penetrated various fields, including education. This research aims examine the level of digital literacy and its influence on students' 21st century skills from a gender perspective. This research method is a quantitative method. The research population is active students of the Tadris Physics study program who are currently attending lectures in the first to fourth years. The research sample consisted of 38 students (19 male students and 19 female students), selected using the quota sampling technique. Data collection in this research was carried out using questionnaires and interviews. The research instruments are 2 main questionnaires that can gather information about students' digital literacy levels and students' achievement of 21st century skills. Data analysis was conducted by calculating the average score for students' digital literacy and 21st century skills based on gender. Furthermore, an analysis of the relationship between digital literacy and students' 21st century skills will also be carried out. The relationship between the two variables was analyzed using a simple regression test. The results of data analysis show that the level of digital literacy and 21st century abilities of students is in the “good” category. However, for both variables there are no significant differences between male and female students with the significance values ​​of the difference test results for digital literacy and 21st century skills being 0.125 and 0.747 respectively (both greater than 0.05). Furthermore, the results of the regression analysis revealed a statiscally significant positive influence of digital literacy on students' 21st century skills, with an F-value of 20.145 and a significance level of 0.000 < 0.05.

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

Indonesia's digital literacy rate has increased significantly until 2023. With the growth of technology and the internet becoming more widespread across the country, more Indonesians are starting to actively engage in digital platforms. The relationship between increasing digital literacy and gadget usage trends in Indonesia is closely linked. Along with the development of digital technology and the availability of various online content, gadget usage is increasing to access various types of content, such as videos, music, games and social media. These contents have different appeals and fulfill users' entertainment, information and social interaction needs. The challenge of using explainer videos as an explanatory tool in Indonesian society is the complexity of conveying effective information. While animated videos have the potential to convey ideas and concepts in an engaging and easy-to-understand way, there are several barriers to overcome. One of them is the difficulty in simplifying complex content into a short and clear animation format. In addition, the different levels of digital literacy and accessibility to technology in different walks of life also pose obstacles to the dissemination and acceptance of animated videos as an effective explanatory tool.

E-marketing has various advantages and can be used as an alternative for marketing. However, the use of e-marketing in the agricultural sector is still low even though the agricultural sector has the potential to be developed in the form of e-marketing. The use of e-marketing requires farmers to have the ability to master technology or known as digital literacy skills. The higher digital literacy of farmers is expected to increase e-marketing literacy in the agricultural sector. The study aims to measure the level of digital literacy and e-marketing literacy of farmers and analyze the effect of digital literacy on the e-marketing literacy of farmers. The sample used in the study was a 21 samples farmers who partnered with Sayurbox. The level of digital literacy and e-marketing literacy among farmers is measured by Partial Least Square Path Modeling (PLSPM). In addition, the analysis of factors affecting digital literacy and e-marketing literacy of farmers used multiple linear regressions. The results showed that farmers' level of digital literacy and e-marketing literacy was in the moderate category. In the digital literacy section, farmers have weaknesses in the sub-construct of information retrieval and the security and the use of technology. Meanwhile, in e-marketing literacy, farmers have weaknesses in developing information sub-construct that received. Then, digital literacy has a significant positive effect on e-marketing literacy. It showed that digital literacy can measure a farmer's e-marketing literacy. Meanwhile, education significantly affected digital and e-marketing literacy, while age has a significant positive effect on e-marketing literacy.

This chapter addresses the issue of information-seeking behaviour of users in the digital libraries' environment in sub-Saharan Africa. Information-seeking behaviour may be shaped by the environment in which users seek information. A digital library is still relatively new in sub-Saharan Africa and there is not much known about how the digital library environment may shape the information-seeking behaviour and/or information needs of users. The chapter explores the concept of digital libraries and the nature of the collections and services of digital libraries in comparison to traditional libraries. The chapter also discusses what a library is, the services provided by libraries, and the differences between a traditional library and a digital library. Covered in the chapter also is a brief history of digital libraries. Digital literacy as a factor which may shape the information-seeking behavior of users in a digital library environment is also discussed in the chapter. Information literacy has changed drastically. The digital information literacy that may play a role in socio-economic development in sub-Saharan Africa is no longer the literacy defined as the ability to read and write at a basic level and sign a document. As society is moving from information age to digital age, new definitions of digital information literacy are evolving which include how to access information in digital formats, and how to evaluate information and use it appropriately. Digital information literacy forms the basis for lifelong learning and is common to all disciplines, to all learning environments and to all levels of education. In sub-Saharan Africa, levels of digital information literacy are low due to numerous factors which are also explored in this chapter. Development of digital information literacy in sub-Saharan Africa has been slow compared to the development of information and communication technologies in the region. The chapter discusses the extent to which low levels of digital literacy in sub-Saharan Africa may also be responsible for shaping information-seeking behaviour of users in a digital library environment. The chapter concludes that the major differences between the two types of libraries are mainly to do with technology, rather than a fundamental change in the way libraries operate. This is because digital libraries are still libraries which largely share the same objectives and purposes of the traditional libraries.

The purpose of this study is to investigate the levels of cyberloafing and digital literacy that are present among gifted secondary school students and to find the correlation between these two factors. The correlational screening model was used in this study. Participants were 179 secondary school (5th, 6th, 7th, and 8th grade) students enrolled in Science and Art Centers (SAC), who were identified as gifted in one or more fields. The participant information sheet, the Digital Literacy Scale and the Smartphone Cyberloafing Scale were used for the data collection. Data analysis was performed using SPSS 22 software. The mean scores were determined in order to gain an understanding of the levels of cyberloafing and digital literacy as shown by gifted students. The Pearson correlation test was used to investigate the association between digital literacy levels and cyberloafing levels of gifted students. The results showed that gifted students have high levels of digital literacy and low levels of cyberloafing. Pearson’s correlation test results reveal that there was no significant relationship between gifted students' digital literacy levels and cyberloafing levels (p>.05, r= -.084). It is recommended to explore the factors influencing the cyberloafing levels of gifted students, as well as to analyze the cyberloafing and digital literacy of gifted students with different and larger samples, backed by qualitative studies in various age groups.

Objective: This study aims to identify the relationship between the levels of eHealth and digital literacy in university students. Methods: This descriptive and correlational study was conducted on 469 students from non-health-related faculties in a university in Northern Cyprus during the spring semester of the 2020-2021 academic year. Descriptive information form, eHealth literacy scale, and digital literacy scale were used for data collection. Independent sample t-test, analysis of variance, Tukey, and Pearson’s test were used for data analysis. Results: There was a positive and statistically significant correlation between the eHealth Literacy Scale and Digital Literacy Scale total and sub-dimensions scores (P < .05). The mean score obtained from the eHealth Literacy Scale was 28.22 ± 7.86 (min. 8, max. 40). On the other hand, the mean score obtained from the Digital Literacy Scale was 58.87 ± 15.15 (min 17, max. 85). The eHealth Literacy Scale and Digital Literacy Scale scores of male students were significantly higher than female participants (P < .05). The eHealth and digital literacy levels of the participants, who believed that the internet is a valuable source of health information, were significantly higher than the other participants (P < .05). Conclusion: The levels of eHealth and digital literacy of the participants were relatively high. Finally, the level of digital literacy was positively correlated with the level of eHealth literacy. Cite this article as: Burçaklı E, Kılıç HF. The relationship between eHealth literacy and digital literacy in university students: The case of Northern Cyprus. Arch Health Sci Res. 2023;10(2):81-86.

The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father’s education level while there is no significant difference between secondary school students’ digital literacy levels by their father’s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students’ 21st-century skills and digital literacy levels, and between the “confidence in problem-solving skills” and “avoidance” sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students’ 21st-century skill levels. However, secondary school students’ 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.

The development of digital technology has changed people's consumption patterns, encouraging a shift from conventional transactions to digital platforms. This phenomenon threatens the existence of traditional markets which are increasingly marginalized due to low adoption of digital technology, limited digital literacy, and minimal infrastructure and regulatory support. This study aims to analyze the understanding and utilization of digital marketing among traditional market traders, and to evaluate the role of the Student Creativity Program (PKM) as an intervention model in revitalizing the local economy. Using a descriptive quantitative approach, data was collected through a survey of traditional market traders. The results showed that WhatsApp Business (35%) was the most widely used digital platform, followed by Facebook Marketplace (22%) and Instagram (18%), while TikTok Shop was still low (10%). As many as 15% of traders have not used digital media at all. The level of digital literacy also varies, with 35% of traders in the "less" and "very less" categories. These findings underscore the urgency of ongoing training and mentoring through PKM, which has been proven to be effective in increasing digital promotion capabilities by up to 60%. Therefore, collaboration between the world of education, local government, and market communities is crucial to create traditional markets that are inclusive, adaptive, and highly competitive in the digital era.

Subject. This article discusses the development of digital technologies during the COVID-19 pandemic. Objectives. The article aims to assess the impact of the pandemic on the development of digital technologies in Latin America. Methods. For the study, we used logical, comparative, and statistical analyses. Results. Most Latin American countries have a low level of infrastructure development and digital literacy of the population. In Chile, the State stimulates digital development, and this country is the leader among the countries of Latin America in terms of the level of development and introduction of digital technologies. Conclusions. The Latin American region has significant potential for digital growth, but at the moment, the level of development of this region is below the world average. The COVID-19 pandemic has accelerated the adoption of digital technologies in healthcare, education and public administration, and it has intensified the use of artificial intelligence, robots, and Big Data in Latin American countries.

In the context of smart agriculture, the tea industry is undergoing a transformative shift toward intelligent development. As the birthplace of tea, China holds a significant position in the global tea industry, with Anxi County in Quanzhou City, Fujian Province—renowned as the origin of Tie Guan Yin—standing as the world’s largest oolong tea production area. Its intelligent transformation of the tea industry is typical and representative. However, current research on the digital literacy of farmers is not yet mature, and there is a lack of systematic research on this specific group of tea farmers, which to some extent restricts the transformation of the tea industry towards intelligent development. The level of digital literacy among tea farmers is crucial for the intelligent development and transformation of the tea industry. Improving the digital literacy of tea farmers is the key to promoting the intelligent development of the tea industry. Therefore, studying the digital literacy of tea farmers has significant practical significance. This article takes Anxi County as the research area and focuses on moderate-scale tea farmers as the research object. Based on the United Nations Global Framework for Digital Literacy and taking into account the actual situation of tea farmers, an evaluation index system and analysis framework for tea farmers’ digital literacy have been constructed from seven dimensions: equipment and software operation skills, digital information literacy, digital communication and collaboration literacy, digital content creation literacy, digital security literacy, problem-solving literacy, and professional digital literacy. Using literature review, questionnaire survey, interview, and quantitative analysis methods, a questionnaire containing the above-mentioned dimensions was designed. After collecting data, the rationality of the questionnaire structure was verified using SPSS software. The digital literacy level of 440 medium-sized tea farmers from 11 major tea-producing townships in Anxi County was measured, analyzed, and Two-Tailed correlation tests were conducted. The results indicate that there are currently six aspects of digital literacy among tea farmers that are at a moderate level, and professional digital literacy is the weakest among the seven digital literacy. The overall digital literacy level of tea farmers needs to be strengthened. Large-scale tea farmers have the conditions to apply smart agricultural equipment and technology, which can achieve intelligent and refined management of tea gardens and intelligent upgrading of the entire industry chain. Based on the research results of the seven digital literacy of tea farmers, this article proposes improvement measures corresponding to the seven digital literacy of tea farmers from the perspectives of “government, industry associations, and training institutions”, providing reference for Anxi County and other tea-producing areas in the world.

School closure during the pandemic requires teachers to integrate digital technology for teaching and learning. Therefore, it is necessary to examine mathematics teachers' digital literacy. The purpose of this study was to examine Indonesian secondary school teachers' digital literacy and investigate if digital literacy levels are significantly different in terms of gender, teaching experience, the level of schools, and teacher level of education. We conducted a quantitative study with a cross-sectional survey design. Data were collected from 232 secondary school teachers and analyzed by ANOVA. This study suggests that, to some extent, demographic variables do not play a significant role in teachers' level of teachers' digital literacy. It was found that, among demographic background variables examined in this study, only teachers' levels of education have a significant role in the level of digital literacy. It indicates that researchers and practitioners should take teachers' education level into account when they design and implement professional development on digital literacy.

The government had imposed restrictions on community activities to overcome COVID-19. That impacted health services, mainly routine control queues for chronic disease patients. Digitalization of health services is a solution, but it needs to be supported by human resources with good digital literacy. This study aims to determine the relationship between the profile of hospital employees and health workers and the level of digital literacy at the National Hospital (NH). The theory used is about digital literacy and health services. Digital literacy is necessary for public health service units in the new media era. Increasing digital literacy among employees and paramedics in hospitals is a challenge. This research method uses descriptive quantitative, with a cross-sectional design. Demographic data and the level of digital literacy of NH employees were obtained using a questionnaire via Google Forms. Correlation analysis uses a significance test of the relationship between two variables; correlation and comparison are used as measurement analysis. The results show that the literacy level of NH employees is dimension two (2) with a proficiency level of 8 based on Digicomp 2.1. Productive age, women, undergraduate education, and the nursing profession has high digital literacy. This study concludes that the digitization of health services in NH is booming due to the high level of employee digital literacy with the employee profile above. This research contributes to an overview of employee profiles, which can be considered when recruiting employees.