Implementation of Lumi-Based ESD Learning to Train Systems Thinking and Digital Literacy in the Context of SDGs 15

Advances in technology and information have an impact on the ease and abundance of various information resources that are obtained digitally and are not limited so that all levels of education need to adapt to technological advances including elementary schools in managing curriculum and learning. The purpose of this research is to find out how digital literacy is in elementary schools. The research method uses a systemic literature review by analyzing 15 relevant articles on digital literacy in elementary schools and 10 article about curriculum digital literacy. Research findings show that the digital literacy curriculum is carried out by integrating digital literacy in all areas of the school. In the implementation of learning, elementary school students still consider the teacher as the only source of information. Therefore, it is necessary to have a collaborative role between teachers, principals and parents in integrating digital literacy in learning and overcoming something unwanted. Digital literacy in elementary schools places more emphasis on media literacy in learning which has an impact on interactive and collaborative learning, one of which is video, stop-motion and social media. Indirectly digital literacy can improve student learning outcomes.

Digital literacy can be provided by the implementation of the project-based learning (PjBL) model in the learning process. This research aims to obtain information regarding the effect of socio-scientific issues (SSI)-integrated PjBL on high school students’ digital literacy, especially on Circulatory System material. The method used is a pre-experiment with a one-group pre-test-post-test research design. The research subjects are 35 grade XI students of one of the senior high schools in Bandung. Data on students' scientific literacy abilities were collected by using a digital literacy questionnaire containing statements based on six digital literacy indicators, namely communication and collaboration, critical thinking, data literacy, ICT familiarity, device security, and personal security. Processing and analysis of research data uses the Wilcoxon test. The research results show the implementation of SSI-integrated PjBL by creating projects in the form of popular articles can increase students' digital literacy as indicated by an increase in the average percentage of pre-test and post-test scores from 78.45% to 88.66%. The increase in the average percentage of pre-test and post-test scores based on the N-Gain calculation results is in the medium category with an N-Gain score of 0.5069. The implementation of SSI-integrated PjBL can increase the average percentage score for each digital literacy indicator with the highest average score increase obtained by the ICT familiarity indicator. Therefore, it is concluded that the implementation of SSI-integrated PjBL has an effect on digital literacy and can be used as an alternative learning model that can encourage the improvement of students' digital literacy

IntroductionZakat management in Indonesia faces operational inefficiencies, low digital adoption, and limited financial inclusion, especially in underserved areas. The introduction of QRIS (Quick Response Code Indonesian Standard) as a digital payment system presents an opportunity to improve zakat collection, transparency, and accessibility. However, systemic barriers such as low zakat literacy, limited trust, infrastructure gaps, and regulatory challenges hinder optimal adoption. ObjectivesThis study aims to analyze the systemic factors influencing QRIS adoption in zakat management. It investigates how variables such as zakat literacy, digital literacy, user trust, infrastructure, and policies interact to affect digital zakat ecosystems in Indonesia.MethodThe research employs a System Thinking approach, utilizing qualitative methods including expert interviews, document analysis, and literature triangulation. A Causal Loop Diagram (CLD) is developed to map feedback loops among macro, micro, interface, and policy-level factors, enabling identification of leverage points for strategic interventions.ResultsFindings reveal that increasing zakat and digital literacy significantly enhances user trust and QRIS adoption, forming a reinforcing feedback loop. However, high transaction costs and inadequate infrastructure create balancing loops that impede adoption. Comparative insights from Malaysia, Pakistan, and Gulf countries support the importance of Shariah compliance and regulatory clarity in building trust.ImplicationsThis study highlights the need for integrated strategies combining financial and digital literacy programs, regulatory reforms, and infrastructure investments to promote equitable and sustainable digital zakat systems in Indonesia. It offers actionable insights for policymakers, Islamic financial institutions, and zakat organizations. Originality/NoveltyThis study contributes to the limited literature on digital zakat management by applying a System Thinking approach—an analytical method rarely used in Islamic finance. Using a Causal Loop Diagram (CLD), it visualizes dynamic interconnections and feedback loops between trust, cost, infrastructure, and Shariah legitimacy. This feedback-based framework offers a more holistic view than conventional linear models such as TAM or UTAUT, providing practical insights for improving Sharia-compliant financial inclusion.

The challenge of learning environmental knowledge in the era of industrial society 4.0 amidst the implementation of hybrid learning is low digital literacy capability. The implementation of hybrid learning requires students to have digital literacy capability, where students must be able to understand the real context presented in digital form. This research aims to analyze the effect of digital literacy on environmental knowledge. The research uses a quantitative approach, survey method, with regression analysis techniques. A sample of 50 students taking environmental knowledge courses were selected randomly. The data collection technique uses test instruments to measure environmental knowledge, while non-test instruments are used to measure digital literacy capability. The research results show that digital literacy has a positive influence on environmental knowledge. The higher a student's digital literacy, the higher their environmental knowledge. The findings state that digital literacy capability contribute 40% to environmental knowledge. Environmental knowledge learning can be improved by strengthening students' digital literacy so they can follow the flow of implementing hybrid learning. The results of this research have implications for strengthening students' digital literacy capability, and digitizing environmental knowledge learning.

In reality, the level of mathematical literacy among students remains relatively low. On the other hand, although digital tools have significant potential to enhance the effectiveness of learning, their application in the educational process is still limited, compounded by the low level of students' digital literacy, which further hinders the optimal use of technology in mathematical learning. Based on these issues, the aim of this study is to determine the effect of the reciprocal teaching model and digital literacy on students' mathematical literacy skills. The population of this study consists of X AKL students at SMK N 1 Kalianda. The sample includes classes X AKL 1 and X AKL 2. This research is a quasi-experimental study with a 2 3 factorial design. The data collection techniques in this study include mathematical literacy tests and digital literacy questionnaires, with data analysis using two-way ANOVA. The results indicate that 1) There is an effect of the reciprocal teaching model on students' mathematical literacy skills; 2) There is an effect of high, medium, and low levels of digital literacy on students' literacy skills; and 3) There is an interaction between the reciprocal teaching model and digital literacy on students' mathematical literacy skills. Based on these results, the implementation of reciprocal teaching learning and digital literacy in a synergistic manner can enhance students' mathematical literacy skills. This highlights the importance of integrating interactive teaching strategies and digital literacy development into the educational curriculum in the digital era.

Background. The study population was all teachers of State Senior High Schools in Gowa Regency, while the samples were all teachers of State Senior High School 10 and State Senior High School 14 in Gowa Regency Purpose. This study aims to determine whether there is a relationship between teacher performance and digital literacy with the implementation of online learning for teachers of SMA Negeri Gowa Regency, both jointly and separately Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Data were analyzed quantitatively, namely by using multiple linear regression analysis. The conclusions in this study are: 1) teacher performance and teacher digital literacy together have a relationship with the implementation of online learning, 2) teacher performance has no relationship with the implementation of online learning, and 3) teacher digital literacy has a relationship with the implementation of teacher online learning Gowa Regency Public High School. Conclusion. The conclusion of this study is to find out whether there is a relationship between teacher performance and digital literacy with the implementation of online learning in public high school teachers in Gowa Regency, both together and separately.

Skill redefinition and classification, capitalism, and labour process theory of work: evidence from Thailand

The research aims to analyze the map of students' digital literacy capabilities as opportunities and challenges in implementing hybrid learning. The research uses a survey method with descriptive analysis. The sample was 35 Mathematics Education students, FMIPA, Indraprasta PGRI University, taken using a purposive sampling technique. The research results showed 82.83% digital literacy skills, with the largest percentage being the ability to use technology, namely 30.0% and information and data literacy skills at 21.83%, communication skills at 12.68%, critical thinking at 12.20%, and digital security (e-safety) capabilities of 11.74%. These results show that students' digital literacy skills are still not evenly distributed in every dimension, where the ability to use technology and information and data literacy is quite good, while communication, critical thinking and digital security skills are still lacking. The implementation of hybrid learning is still in the transition stage, namely the ability to utilize technology, literacy and data information. Thus, based on the map of students' digital literacy abilities, it can be concluded that students' digital literacy abilities need to be improved to answer the opportunities and challenges of implementing hybrid learning.

Information and Communication Technology (ICT) is now frequently applied in education. This makes the learning process one of the activities that can empower digital literacy. The research aims to explore information about students' digital literacy levels based on their self-assessment and how the learning process can train the indicators on digital literacy to students. This research was conducted using a qualitative descriptive approach. Using a purposive sampling technique, the sample for this research was 38 Tadris IPA students who had participated in lecture activities with digital learning substitution. The research instrument is a digital literacy level self-assessment questionnaire which refers to a global framework of reference on digital literacy skills which consists of 4 digital literacy sub-indices. The results showed that Tadris Physics students had a digital literacy index in the good category. This is supported by the implementation of lectures that provide opportunities for students to empower their digital literacy, such as the implementation of digital technology-based learning (use of LMS or blended learning), and an assignment system that requires students to think critically while searching for information independently through various digital platforms.

Digital Literacy is one of the core competencies in the new Competency Based Curriculum (CBC), it enhances quality and standard of education and therefore intends to help learners achieve their potential both in school and in life. Despite the Kenyan government efforts to achieve one child one laptop (1:1) by 2030, its implementation process in public primary schools in Rongo Sub-County has been met with managerial challenges which has widened the digital and knowledge divides between Kenya and other developed countries in the world. The study primarily explored administrative challenges in the implementation of digital learning in public primary schools in Rongo Sub-County, Kenya. The study was guided by the Technology, Organization and Environment (TOE) model theory. The study employed descriptive survey design with a target population of 199 public primary schools. The study was carried out among 60 sampled public primary schools using a simple random sampling procedure. The study used questionnaires and interview schedules to get information from the respondents. The input of the supervisors was vital in developing and ascertaining the validity of the research instruments. A pilot study was carried out in three randomly selected schools with three headteachers, three deputy headteachers and three grade one class teachers in neighboring sub counties with the same characteristics as the sampled schools. Test-retest technique was used to get a reliability of 0.78, 0.70 and 0.72 for headteachers, deputy headteachers and grade one class teachers respectively. The questionnaires were distributed to headteachers, deputy headteachers and grade one class teachers. The collected data was analyzed using Statistical Package for Social Sciences (SPSS Version 21.0) Windows. The findings were presented using frequency tables, mean, percentages, pie charts and bar graphs. The findings of the study showed that 63.6% (61) of headteachers and deputy head teachers agreed that the government did not allocate enough resources to schools towards the implementation of digital literacy while 67.7% (65) of them said that the available primary curriculum did not support digital literacy in schools. The study concluded that managerial challenges such as administrative challenges, were still major challenges affecting the implementation of digital learning in public primary schools in Rongo Sub- County. The study recommended that the government should uniformly provide ICT resources to all public primary schools. The results of this study are useful in the current implementation of CBC and digital learning in Kenya and beyond. The researcher adhered to research ethical considerations.

Education has been shifted to a digital environment nowadays. Students must adapt to the implementation of distance learning. This online learning requires the activeness of students, especially to be independent in learning—self-directed learning. However, with many learning resources on the internet, digital literacy is also needed so that students can carry out their self-directed learning better. This study aims to determine whether there is a relationship between digital literacy and self-directed learning in high school students. This research method is quantitative with a correlational design. The sample for this study used a proportionate stratified random sampling technique and obtained as many as 259 1st and 2nd year students from SMAN 6 Semarang. The measuring instruments used are the digital literacy scale and the self-directed learning scale, with Cronbach's Alpha reliability scores of 0.827 and 0.851, respectively. The results of hypothesis testing are the acceptance of the working hypothesis, so it can be concluded that there is a relationship between digital literacy and self-directed learning. The correlation coefficient obtained is 0.217. In addition, descriptively, it is known that the subject's self-directed learning condition is in the medium category and the subject's digital literacy condition is also in the moderate category.

Education is a lifelong process to develop human potential optimally. Education also aims to form people with character, competence and competitiveness in the era of globalization. One of the competencies that students must have in the era of globalization is global skills and digital literacy. The aim of this study is to enhance global skills and digital literacy regarding the growth and development of living organisms among high school students through the implementation of the Problem-Based Learning (PBL) model. This research employs a classroom action research design with both quantitative and qualitative data analysis. The subjects of the study are students of class XI E-4 at SMA Negeri 3 Malang, consisting of 13 male and 21 female students. Data analysis yielded global skill scores of 84.75 (Cycle I) and digital literacy scores of 85.17 (Cycle I), and global skill scores of 88.28 (Cycle II) and digital literacy scores of 90.16 (Cycle II). The results of the statistical analysis using the t-test also show a significant difference in the global skills variable (0.026 < 0.05) and digital literacy (0.002 < 0.05) across both learning cycles. These results indicate an improvement in both global skills and digital literacy among the students. Based on the research findings, the implementation of the PBL model is deemed necessary as one of the efforts to address the globalization era, particularly in fostering the global skills and digital literacy of students.

This research is motivated by the importance of the modernization of the implementation of learning in the education system within the university. The existence of various limitations of human resources, study space, and time to face-to-face causes the learning process to experience various obstacles to achieve optimal results. Learning in the form of Hybrid learning is one of several alternative efforts to improve the quality and quantity of the lecture process. Through learning by using Hybrid learning, students and lecturers can interact in learning across distances, time and space. The objective of this research was to obtain an overview of the Hybrid learning model to improve digital literacy of students in the learning process. The data obtained from this study were the results of document analysis, observation, interviews, and questionnaires. The sources of this study were students of the English Language Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University who were registered as active students for the 2018/2019 school year. The stages of research were observation, instrument calibration, research, evaluation, data analysis, revision of research results, dissemination of results, and reporting. The result of the research showed that the students' digital literacy was improved through the process of hybrid learning.

This article aims to determine how the development, feasibility, effectiveness, and practicality of virtual field trip (VFT)-based learning models strengthen students’ digital literacy. The research was conducted in three Madrasah Ibtidaiyah (MI) areas of South Jakarta, Bogor (West Java), and Kediri (East Java). The trial was conducted for students (sixth-grade students) in each school in one class. This research uses a qualitative descriptive approach with research and development (R&D) methods, according to Borg & Gall. Research data on the application of the model were obtained through observation, tests, and questionnaires, while data analysis was carried out through average and percent scores. This development research obtained a model design from VFT-based learning steps. Based on the results of the trial revealed that (1) the model met the Feasible criteria shown by the assessment of experts and practitioners with an excellent category; (2) the model met the Effective criteria shown by the average results of strengthening digital literacy with an excellent category, and the average results of positive responses to the implementation of learning with Agree/Happy criteria, as well as the achievement of student learning outcomes from the three trial classes obtained a percentage increase above 5%; (3) the model met the Practical criteria shown by the implementation of learning through VFT and the teacher’s ability to manage the learning with an excellent category. The research results briefly state that the VFT-based learning model developed can reinforce students’ digital literacy.

This study aimed to describe the parents’ perception on the benefits and challenges towards home learning during the pandemic. Descriptive qualitative study taking a case in two elementary schools in Kupang, East Nusa Tenggara. There were 20 parents from both schools taken purposively as the sample. 20 questions posted on Google Form as the instrument. The results showed that the implementation of home learning brought two perceptions on the benefits and challenges. The benefits were regarding to possibility of home learning to provide an individualized experience and flexibility system of education, to minimize the possibility of the kids to get infected by the Covid-19, to intimate relationship between the kids and parents, to enforce as well as boost the parents’ digital literacy as well as creativity in carrying out the learning material. Further perception mentioned that the implementation of home learning also brought certain challenges to those parents such as, requiring more expenses to buy the internet quota, causing the kids less motivated and overwhelming in learning, raising the work load of the parents, time inefficiency for working parents by spending more time to assist the kids during the learning, increasing the tense between the kids and parents during the learning.