The Effect of Digital Literacy and Future Time Perspective on The Self-Confidence of Prospective Vocational School Graduates Entering the Job Market

Agus Prianto,Umi Nur Qomariyah,Winardi Winardi

doi:10.47577/tssj.v24i1.4648

Abstract

We are now living in digital age. Almost all activities are carried out using digital technology devices. Various information and knowledge are saved in digital devices. Therefore, anyone who lives in the present and the future should have adequate digital literacy. This study aims to determine the level of digital literacy, future time perspective, and the self-confidence of prospective vocational school graduates in entering the job market. In addition, this study also intends to answer whether there is an influence of digital literacy and future time perspective on the self-confidence of prospective vocational school graduates entering the job market. This research revealed that the digital literacy level of prospective vocational school graduates is at a moderate level, the future time perspective is at a good level, and the level of self-confidence entering the job market is at a good level. Mediated by a future time perspective, digital literacy indirectly affects the self-confidence of prospective vocational school graduates in entering the job market. There is no significant relationship between digital literacy and confidence in entering the job market. Thus, digital literacy--future time perspective--self-confidence in entering the job market is a pathway used to prepare prospective vocational school graduates to enter the job market. Vocational schools are directed to develop real programs to increase students' digital literacy to encourage the growth of self-confidence of prospective vocational school graduates in entering the job market.

Highlights

Literacy, numeracy literacy, scientific literacy, financial literacy, digital literacy, cultural literacy, and citizenship
Descriptive analysis technique was used in this study to describe the level of digital literacy, future time perspective, and the level of students' self-confidence to enter the job market; with the following criteria: 1.00 – 1.80, 1.81 – 2.60, 2.61 – 3.40, 3.41 – 4.20, 4.21 – 5.00
This study succeeded in describing the average level of digital literacy, future time perspectives, and students’ self-confidence in entering the job market

Summary

Private school

The questionnaire was developed based on the indicators of each research variable, namely: (1) digital literacy with the following indicators: selection (sel), access (acc), accurate (acrt), use information (user), and information for task (task) ; (2) future perspective with the following indicators: valence (val), Connectedness (con), extension (ext), and speed (spe); (3) selfconfidence with the following indicators: self-esteem (est), self-efficacy (eff), believe (bel), ambition (amb), drive (dri), challenge (chal). Descriptive analysis technique was used in this study to describe the level of digital literacy, future time perspective, and the level of students' self-confidence to enter the job market; with the following criteria: 1.00 – 1.80 (very low), 1.81 – 2.60 (low), 2.61 – 3.40 (moderate), 3.41 – 4.20 (high), 4.21 – 5.00 (very high). D. Results and Discussion This study succeeded in describing the average level of digital literacy, future time perspectives, and students’ self-confidence in entering the job market. The average students’ digital literacy is described in table 2

Banyuwangi Public

Magetan Public

Findings

The mainparameter