Literacy Of Students Research Articles

Exploring Multisensory in Enhancing Literacy of Dyslexic Students

Exploring Multisensory in Enhancing Literacy of Dyslexic Students

Strengthening psychological disaster literacy for elementary school students through visual storytelling activities

Psychological disaster literacy is the central pillar of disaster risk reduction, which provides mental strengthening of knowledge, attitudes, and actions for disaster risk reduction to avoid the widespread impact of disasters. As one of the areas that has the potential for a high-risk disaster, Pangandaran has implemented disaster risk reduction efforts in education units through disaster mitigation education activities from an early age in elementary schools, but the survey results show that 67.6% of them have never carried out disaster mitigation learning with students' psychological resilience. This study aims to strengthen psychological disaster literacy for elementary school students in Pangandaran through storytelling and visual expression activities. The method used is development research with the ADDIE model. The validation results show feasibility in the range of 0.85 - 0.93 for aspects of contextual assessment, material, and presentation feasibility. These results follow the local wisdom of disaster mitigation in Pangandaran. The development of psychological disaster literacy learning was considered relevant to the needs of elementary school teachers in Pangandaran, who received an assessment in the very good range and in the good range. AbstrakLiterasi psikologi bencana merupakan pilar utama pengurangan resiko bencana yang memberikan penguatan mental dari aspek pengetahuan, sikap dan tindakan pengurangan resiko bencana agar terhindar dari dampak bencana yang meluas. Sebagai salah satu wilayah yang memiliki potensi bencana dengan resiko tinggi, kabupaten Pangandaran telah mewujudkan upaya pengurangan resiko bencana di satuan pendidikan melalui kegiatan edukasi mitigasi bencana sejak dini di sekolah dasar namun hasil survey menunjukan 67.6% diantaranya belum pernah melaksanakan pembelajaran mitigasi bencana bermuatan ketahanan psikologis siswa. Penelitian ini bertujuan melakukan penguatan literasi psikologi bencana bagi siswa sekolah dasar di kabupaten Pangandaran melalui kegiatan ekspresi visual storytelling. Metode yang digunakan adalah penelitian pengembangan dengan model ADDIE. Hasil validasi menunjukan kelayakan pada rentang 0,85 - 0,93 untuk aspek penilaian kontekstual, materi dan kelayakan penyajian. Hasil tersebut dipandang sesuai dengan kearifan lokal mitigasi bencana di kabupaten Pangandaran. Pengembangan pembelajaran psikologi bencana ini dinilai relevan dengan kebutuhan guru sekolah dasar di kabupaten Pangandaran dan mendapatkan penilaian pada rentang sangat baik dan baik.Kata Kunci: Pembelajaran; literasi psikologi bencana; storytelling; ekspresi visual

Development of Learning E-Modules Based on Contextual Teaching and Learning on the Material of Changing the Form of Energy to Improve Students' Science Literacy

The low science literacy of students is caused by the lack of utilization of technology in learning activities such as the use of teaching materials. One way to improve students' science literacy is to develop innovative learning materials such as learning e-modules. This study aims to produce contextual teaching and learning-based learning e-modules on IPAS Phase B learning, material for changing the form of energy to improve the science literacy of students in elementary school. This research is a type of Research and Development (R&D) research, the development was carried out referring to the Borg & Gall theory. Data collection tools use valid and reliable test instruments. Based on the results of the material, media and language expert validation test of the validity of the contextual teaching and learning-based learning e-module product obtained an average value of 0.813 with decent criteria. Furthermore, the results of the educator's response test to the contextual teaching and learning-based learning e-module users obtained 86.88 with very practical criteria, while the response of students obtained an average value of 97.59 with very practical criteria. Then the results of the data effectiveness test using the paired t-test with the calculation result of 0.000 < 005 means that there is a significant difference between before being given treatment with contextual teaching and learning-based learning e-modules and after being given the treatment. Based on the data obtained from the results of the study, it can be concluded that the contextual teaching and learning-based learning e-module on the material of changing the form of energy is valid, practical, and effective to improve the science literacy of students in elementary schools

The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy

Scientific literacy plays a crucial role for elementary teachers in developing the strategies of science learning and implementing them in the classroom. Nevertheless, the scientific literacy of college students in elementary education has not been optimal. Science encyclopedia-assisted project-based learning (PjBL) integrated into the science, technology, engineering and mathematics (STEM) approach is hypothesized to enhance scientific literacy. The present study describes and examines the effectiveness of science encyclopedia-assisted STEM-PjBL in enhancing pre-service elementary teachers’ scientific literacy. Quasi-experimental research using a pre- and post-tests control group design was applied to this study. 56 pre-service elementary teachers at the University of Halu Oleo were involved in this study whereby they were equally distributed to two groups. A test of scientific literacy was adapted and used to measure scientific literacy. Descriptive and inferential statistics were used to describe and analyse the data of scientific literacy. Results revealed that science encyclopedia-assisted STEM-PjBL had a positive modest effect on the achievement of scientific literacy. The scientific literacy of college students in elementary education who received science encyclopedia-assisted STEM-PjBL had moderate enhancement. Additionally, a science encyclopedia-assisted STEM-PjBL significantly enhanced scientific literacy. Educational practitioners can implement a science encyclopedia-assisted PjBL integrated STEM approach to enhance scientific literacy resulting in high achievement in science education.

Worldwide predictors of science literacy in lower-secondary students: a TIMSS 2019 analysis

ABSTRACT In today's technologically advanced and environmentally challenging landscape, enhancing global scientific literacy is increasingly imperative. A solid grasp of scientific principles is vital for fostering innovation and achieving sustainable development worldwide. Utilizing data from the International Association for the Evaluation of Educational Achievement (IEA) Trends in International Mathematics and Science Study (TIMSS), this study inquiries into various factors impacting grade eight students' science literacy in the TIMSS 2019 assessment. Exploring student socioeconomic status, cultural background, attitudes towards science, school organisation, teacher experiences, and country-level variables, we aimed to identify predictive associations with science literacy. Additionally, we correlated TIMSS 2019 results with the United Nations Development Program's Human Development Index (HDI). Employing three-level Hierarchical Linear Modeling, we assessed which student, teacher, and country-level variables were linked to grade 8 science literacy. Results indicate that the students' socioeconomic resources and motivation/confidence in science positively influence science literacy. Conversely, a higher percentage of science items covered in national curricula was weakly associated with lower science literacy scores. Teachers reporting greater teaching limitations due to student needs showed negative correlations with science scores. At the country level, the HDI emerged as the strongest correlate with grade 8 science literacy. These findings underscore the multifaceted nature of science literacy and its interplay with various socio-cultural and educational factors on a global scale.

The Development of an Instructional Model Based on Flipped Using Technology-Based Learning to Enhance the Digital Literacy for Undergraduate Students in the Faculty of Education, Rajabhat University

The Development of an Instructional Model Based on Flipped Using Technology-Based Learning to Enhance the Digital Literacy for Undergraduate Students in the Faculty of Education, Rajabhat University

Relationship between digital literacy level and major satisfaction in dental hygiene students

Objectives: This study aimed to investigate the digital literacy and major satisfaction levels of dental hygiene students and identify the interrelationships between them as well as the factors related to major satisfaction. Methods: An online survey was using a structured questionnaire was conducted with 223 dental hygiene students. Digital literacy and major satisfaction were measured using a 5-point Likert scale, and correlation and multiple regression analyses were performed. Results: The participants’ digital literacy averaged 3.87 points, and their major satisfaction averaged 3.82 points. The digital literacy factor related to major satisfaction was critical thinking skills (β=0.747, p<0.001). This indicates that the higher the critical thinking skills, the higher the major satisfaction. The explanatory power of the model was 63.7%. Conclusions: Critical thinking skills as a factor of digital literacy were found to influence dental hygiene students’ major satisfaction, suggesting that a curriculum that can increase critical thinking can improve major satisfaction.

BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING О‘QUVCHILАR О‘QISH SАVОDXОNLIGINI RIVOJLANTIRISHGA METODIK TAYYORLASHNING O‘ZIGA XOS XUSUSIYATLARI

This article reflects on the peculiarities of methodological preparation of future primary school teachers for the development of reading literacy of students.

Pengembangan Media Wayang Berbasis Kearifan Lokal untuk Meningkatkan Literasi Budaya Siswa Kelas 5 Sekolah Dasar

This research is motivated by the fact that most of the fifth grade students at SDN 1 and 2 Ngantru are not yet familiar with the cultural results of the local community, for example the Nyadran Dam Bagong culture as a traditional ceremony commemorating the history of the Menak Sopal Kingdom which once founded Trenggalek Regency, literature about culture in schools is inadequate, resulting in literacy Student culture is minimal, teachers are busy and cannot be left behind in preparing all the administration when carrying out the learning process, and the media that is often used in teaching and learning activities is only the blackboard and the methods used are only lectures, discussions and assignments. The aim of this research is to determine the effectiveness of developing wayang media based on local wisdom to increase cultural literacy in grade 5 elementary school students. The method used in this research is the R&D method with the ADDIE model. The research results obtained were through the N-Gain formula calculation score, the value of cultural literacy ability in the pretest compared with the posttest value showed that cultural literacy ability increased by 0.61. So it can be concluded that the development of wayang media based on local wisdom is effective in increasing cultural literacy in grade 5 elementary school students.

PERAN MAHASISWA KAMPUS MENGAJAR 7 DALAM MENINGKATKAN LITERASI DAN NUMERASI DI SDN 32 SEBETUK

The teaching campus is one of the programs in MBKM (Merdeka Belajar Merdeka campus) which aims to empower students in improving literacy and numeracy in the assignment school. The assignment of the 7th batch of teaching campuses was carried out at SDN 32 Sebetuk, Ngabang District, Landak Regency, West Kalimantan Province. The method used in this article is a qualitative approach, this article aims to find out the role of students in improving students' literacy and numeracy. Teaching campus students make new innovations to help students' learning by using learning media and the use of technology. The results of the implementation for approximately four months of assignment show that this program has succeeded in improving students' literacy and numeracy. The results of the teaching campus program have a positive impact on students, helping in the development of learning approaches that can be used by schools in improving student literacy and numeracy. This program has been an inspiration to solve complex problems in the world of education.

Development of a Home Economics Education Program for the Consumer Life Area to Enhance Artificial Intelligence Literacy in Middle School Students

This study aims to develop and validate a home economics education program focused on the consumer life area to enhance artificial intelligence (AI) literacy. To achieve this objective, a 10-session AI-consumer life integration education program was developed by analyzing literature on AI Literacy, AI curriculum, consumer education, and the home economics curriculum for the middle school consumer life area. The program’s validity was assessed by nine teachers using a four-point Likert scale. The average scores for each item and the content validity index (CVI) were calculated. Based on expert feedback, the program was revised and improved accordingly. The expert validity assessment of the lesson plans, teaching materials and learning resources resulted in an average score of 3.78 for all items and an average CVI of 0.96. For the overall program, the expert validity assessment yielded an average score of 3.72 for all items and an average CVI of 0.97. Since the content validity index for all questions was above 0.78, the program demonstrated high validity across achievement standards integration, learning objectives, content and teaching methods, motivation, and volume areas. This confirms its effectiveness as an educational program for enhancing AI literacy. This study is significant in terms of defining and identifying the components of AI literacy, developing an AI-integrated program encompassing the entire consumer life area and confirming the suitability of the home economics curriculum for enhancing digital consumer competencies and promoting sustainable consumption. Additionally, it highlights the potential to integrate AI into the home economics and consumer life area.

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

PENDAMPINGAN PENGUATAN LITERASI NUMERASI SISWA MELALUI TAMAN TAMPUK MANGGIS SEBAGAI UPAYA OPTIMALISASI DESA CERDAS DI SDN 054 KOTA JAMBI

Olak Kemang is a sub-district in Danau Teluk District, Jambi City, Jambi Province located in the Seberang area which is known for its religious and cultural values, has a population of 4,649 people spread across 13 neighborhood units. Olak Kemang Sub-district still needs assistance. The purpose of this assistance activity is to strengthen the numeracy literacy of students in Olak Kemang Sub-district, especially SDN 054 Jambi City. In implementing the strengthening of literacy numeracy, a literacy numeracy corner was established in the Taman Tampuk Manggis Program initiated by the PPK ORMAWA IMATIKA Team. The method of implementing assistance begins with identifying problems, interviews, distributing questionnaires, program socialization, purchasing tools and materials, establishing the program and implementing Taman Tampuk Manggis, forming management and partner networks, monitoring and evaluation, and compiling final reports. This assistance is one of the movements to strengthen numeracy literacy through lower-middle class communities. The results of the mentoring showed an increase in the results of the students' numeracy literacy test during the pretest and post-test. During the pretest, out of 20 students, only 20% (4 students) had numeracy literacy skills in the sufficient category, while 80% (16 students) were in the low category. During the posttest, out of 20 students, 30% (6 students) had numeracy literacy skills in the high category and 70% (14 students) were in the sufficient category. This shows that after mentoring, students' numeracy literacy skills have increased.

Online Workshops Versus Live Medical Education on Self-Medication Literacy for Middle School Students. What Is the Best Pedagogic Method?

Objective. This study aimed to determine which pedagogic method, online workshops or live medical education, was the better way to teach about self-medication for middle school students. Methods. The following groups were formed: group O (students receiving online education), group L (students participating in live medical education animated by a medical practitioner and a science teacher) and group C (students without any medical learning). To compare them, the students answered three multiple choice questions before and after the educational intervention. The students in group L were evaluated immediately after the live medical training and group O immediately after the online workshops (t1). Group C was only evaluated at t0. Results. Group C N=195), group L (N=219) and group O (N=200, but 101 students who participated in the online workshops students dropped out before the end) were equivalent in terms of gender, but their ages and school grades were statistically different (P<0.001). A post-hoc test revealed that students in group O were older and in a higher grade than those in the other two groups (P<0.001) but the mean ages and school grades were equivalent in group L and group C. At t0, the results obtained were equivalent in the 3 groups. At t1, school students obtained better results in both groups (P<0.001) but these same results were significantly better in group L than those obtained in group O (P<0.001). Age, gender, school grade and school level had no effect on the students’ results. Conclusion: The study’s findings suggest that live medical education is a superior approach for imparting self-medication knowledge to middle school students.

The Role of Students’ Assessment Literacies in Navigating University Assessment, GenAI, and Academic Integrity

Academic integrity concerns related to students’ use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students’ assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura’s (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students’ experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students’ assessment literacies as part of these best practices, with implications for all levels of education.Keywords: student assessment literacies, academic integrity, GenAI, student empowerment, transition to university

Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.

Technology-Based Learning Innovation: Encouraging Literacy and Numeracy in the 21st

This research explores the impact of implementing technology-based learning innovations on student literacy and numeracy at SMP Negeri 1 Makassar using a qualitative approach. Data was collected through classroom observations, in-depth interviews with teachers, and focus group discussions with students. The research results show that the integration of technology, including online learning applications and educational tools, has significantly increased student engagement and made it easier for them to access learning materials. Technology also contributes to more interactive and interesting learning, and supports better understanding of the material. Although many teachers display positive attitudes towards the use of technology, some experience challenges related to inadequate training and limited infrastructure. Students, on the other hand, felt more motivated and engaged in learning after technology was implemented, with visible improvements in their literacy and numeracy scores. This research recommends improving technology infrastructure, ongoing training for teachers, and adjusting the curriculum to be more adaptive to the use of technology. These findings confirm that technology has great potential to improve educational outcomes and prepare students to face the challenges of the 21st century more effectively.

Participation rates, characteristics, and differential effects on reading literacy of extracurricular tutoring in a German large-scale assessment

Because large-scale studies repeatedly indicated low reading literacy for many students, a need for interventions fostering reading literacy, such as extracurricular tutoring, has often been emphasized. Several reading promoting programs, suitable for extracurricular tutoring, were developed and shown to be effective in recent years. Moreover, these studies and analyses of extracurricular activities and tutoring yielded findings on learning-supporting characteristics and effects on students’ achievement of such extracurricular offers. Nevertheless, little is known to date about the implementation of extracurricular tutoring in practice in Germany, particularly about its participation rates, characteristics, and effects on students` reading literacy. Thus, the present study investigated participation rates of extracurricular tutoring in reading and in German among students in general and among various subgroups between Grades 5 and 7. Furthermore, the study examined general and subject-specific characteristics and effects of extracurricular tutoring on reading literacy. The analyses used a sample of students (N = 5113) of the National Educational Panel Study in Germany. In addition to descriptive analyses of characteristics and participation rates of extracurricular tutoring, effect sizes were calculated for comparing participation rates of subgroups of students. Furthermore, multi-group structural equation models were implemented to investigate average and differential effects of extracurricular tutoring, while controlling for initial reading literacy and other covariates. The results indicate that mainly students with low reading literacy and therefore a strong need for support participated in extracurricular tutoring, but the general participation rate was low. The descriptive outcomes showed a heterogeneous picture of tutoring offers and rare implementations of reading-promoting methods. Moreover, the results revealed no significant effects of extracurricular tutoring on students’ reading literacy overall but suggested marginal differences for students with a low initial reading literacy. For future studies, more detailed assessments of characteristics and methods of extracurricular tutoring are recommended, particularly, in large-scale investigations on specific tutoring methods for students with support needs which may lead to improved guidelines regarding promising implementations of evidence-based reading promoting programs.

Digital Inequality and its Overcoming as a Guarantee of Equal Access to Education in the Russian Federation

At the present stage of society’s development, the introduction of digital tools is obvious in many spheres of life, in particular in the field of education, which causes the widespread need for high information and digital literacy of students and teachers of various educational organizations. The COVID‑19 pandemic required serious adjustments to the educational process around the world, as educational organizations had to rebuild the learning process and transfer it to an online environment. In turn, that led to the inability of many to receive education at the level of a conventional off-line education. The paper raises the problem of digital inequality in Russian education. The author highlights the most important aspects of such inequality, concerning material and technical support, skills and abilities of participants in the educational process, content of the educational process in the context of digitalization, and suggests ways to overcome them. The paper analyzes the provisions of the national project «Education,» the national program «Digital Economy of the Russian Federation,» as well as the provisions of federal projects. Based on the analysis, the author concludes that the advantages of digitalization in the educational sphere are used unequally.

Features of the Formation of Communicative Competence in Russian Language Lessons

Communicative competence plays an important role in the formation of communication skills in Russian. According to the authors of the article, in Russian language lessons, special attention should be paid to developing the ability to correctly use language tools for effective communication. Classes should be structured in such a way as to stimulate students to active speech activity, develop listening skills and the ability to adequately respond to the statements of their interlocutor. It is also important to promote the formation of intercultural communication skills and increase the linguistic literacy of students. The authors emphasize that in their work, teachers should use a variety of methods and forms of work aimed at developing the communicative competence of students, including role-playing games, discussions, work in pairs and groups, as well as the use of authentic texts and audio materials.