First Year Pre-Service Teachers’ Self-Perception of Digital and Scientific Literacy: Implication for Course Design
Abstract
Teachers in the 21st century are expected to be mastering 21st century skills, so pre-service teachers need to be prepared to become professional teachers starting from the education period while studying at university. Mastery of digital and scientific literacy is considered to be the core of the literacy required in 21st century education. This research is a quantitative study using the survey method. The subject of this research is first year science education students at a university in Magelang, totaling 141 students. Descriptive statistics were employed to investigate the digital and scientific literacy. Based on the results of the study, it can be concluded that pre-service teachers' self-perception of digital and scientific literacy are in the medium category, which means that there is a need to develop effective course designs for promoting both literacies among preservice teachers in order to support the quality of teacher education in Indonesia.
References
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Cavas, P. H., Ozdem, Y., Cavas, B., Cakiroglu, J., & Ertepinar, H. (2013). Turkish pre-service elementary science teachers’ scientific literacy level and attitudes toward science. Science Education International, 24(4), 383–401.
Chinien, C., & Boutin, F. (2011). Defining essential digital skills in the Canadian workplace: Final report.
Dinata, K. B. (2021). Analisis kemampuan literasi digital mahasiswa Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan. Edukasi: Jurnal Pendidikan, 19(1), 105–119. https://doi.org/10.31571/edukasi.v19i1.
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Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. International Journal of Management Education, 13(3), 237–248. https://doi.org/10.1016/j.ijme.2015.07.001
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues. Science and Education, 30(3), 589–607. https://doi.org/10.1007/s11191-021-00206-1
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning. International Society for Technology in Education, 29(4), 127–140.
Latip, A., Sutantri, N., & Hardinata, A. (2022). The effect of digital literacy on student learning outcomes in chemistry learning. Jurnal Inovasi Pendidikan IPA, 8(2), 112–120. https://doi.org/10.21831/jipi.v8i2.40567
Lestari, A., & Rahayu, D. R. (2023). Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA. PENDIPA Journal of Science Education, 7(1), 33–42. https://doi.org/10.33369/pendipa.7.1.33-42
Li, X., Zhang, Y., Yu, F., Zhang, X., Zhao, X., & Pi, Z. (2024). Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1–9. https://doi.org/10.1186/s43031-023-00089-y
Mahmud, M. M., & Wong, S. F. (2022). Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.950553
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267. https://doi.org/10.11120/ital.2006.05040249
Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597
Miranda, P., Isaias, P., & Pifano, S. (2018). Digital Literacy in Higher Education: A Survey on Students’ Self-assessment. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10925 LNCS, 71–87. https://doi.org/10.1007/978-3-319-91152-6_6
Muis, A. (2021). Analisis Pengetahuan Tecknological Pedagogical Content Knowledge Calon Guru Biologi. Seminar Nasiona Hasil Penelitian , 1351–1358.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning. https://www.battelleforkids.org/networks/p21/frameworks-resources
Perdana, R., Yani, R., Jumadi, J., & Rosana, D. (2019). Assessing students’ digital literacy skill in senior high school Yogyakarta. JPI (Jurnal Pendidikan Indonesia), 8(2), 169–177.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Internet and Higher Education Attitude , digital literacy and self ef fi cacy : Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar The Digital Literacy of The First Semester Students in Physics Education Literasi Digital Mahasiswa Semester Satu pada Program Studi Pendidikan Fisika. 8, 101–110. https://doi.org/10.26618/jpf.v8i2.3293
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002
Simamora, A. B., Widodo, W., & Sanjaya, I. G. M. (2020). Innovative Learning Model: Improving The Students’ Scientific Literacy Of Junior High School. IJORER : International Journal of Recent Educational Research, 1(3), 271–285. https://doi.org/10.46245/ijorer.v1i3.55
Soeprijanto, S., Diamah, A., & Rusmono, R. (2022). The Effect Of Digital Literacy, Self-Awareness, And Career Planning On Engineering And Vocational Teacher Education Students’ Learning Achievement. Journal of Technology and Science Education, 12(1), 172–190. https://doi.org/10.3926/JOTSE.1434
Suwono, H., Maulidia, L., Saefi, M., Kusairi, S., & Yuenyong, C. (2022). The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/EJMSTE/11505
Tewari, S., & Birla, M. (2018). Digital Literacy of Faculty & Its Relationship with Teaching Learning: A Study on Student’s Perspective. Pacific Business Review International, 11(6), 99–108. www.pbr.co.in
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2017). Twenty-First-Century Skills of Alternative Learning System Learners. SAGE Open, 7(3), 1–8. https://doi.org/10.1177/2158244017726116
Umar, Hendra, & Jayanti, M. I. (2019). TINGKAT LITERASI DIGITAL MAHASISWA KEGURUAN DALAM MENGHADAPI ERA REVOLUSI INDUSTRI 4.0. Jurnal Pemikiran Keislaman Dan Kemanusiaan, 3(2), 188–202.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31.
WEFUSA. (2015). New Vision for Education Unlocking the Potential of Technology. www.weforum.org
Widana, I. W. (2020). The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045
Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 1–13. https://doi.org/10.3389/fpsyg.2022.1091017
Al Sultan, A., Henson, H., & Fadde, P. J. (2018). Pre-service elementary teachers’ scientific literacy and self-efficacy in teaching science. IAFOR Journal of Education, 6(1), 25–42. https://doi.org/10.22492/ije.6.1.02
Antika, R. N., & Marpaung, R. R. T. (2023). Profil Literasi Sains dan Literasi Digital Mahasiswa Universitas Muhammadiyah Palembang. ORYZA: Jurnal Pendidikan Biologi, 12(1). https://doi.org/10.33627/oz.v12i1.1051
Baharuddin, M. F., Masrek, M. N., Shuhidan, S. M., Razali, M. H. bin H., & Rahman, M. S. (2021). Evaluating the content validity of digital literacy instrument for school teachers in Malaysia through expert judgement. International Journal of Emerging Technology and Advanced Engineering, 11(7), 71–78. https://doi.org/10.46338/ijetae0721_09
Borowski Teresa. (2019). Establishing Practical Social-Emotional Competence Assessment Work Group Partnership for 21st Century Learning (P21) Framework The Battelle for Kids P21 Framework for 21st Century Learning. https://measuringsel.casel.org/
Cassidy, J., Ortlieb, E., & Grote-Garcia, S. (2016). Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers. Literacy Research and Instruction, 55(2), 91–104. https://doi.org/10.1080/19388071.2015.1136011
Cavas, P. H., Ozdem, Y., Cavas, B., Cakiroglu, J., & Ertepinar, H. (2013). Turkish pre-service elementary science teachers’ scientific literacy level and attitudes toward science. Science Education International, 24(4), 383–401.
Chinien, C., & Boutin, F. (2011). Defining essential digital skills in the Canadian workplace: Final report.
Dinata, K. B. (2021). Analisis kemampuan literasi digital mahasiswa Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan. Edukasi: Jurnal Pendidikan, 19(1), 105–119. https://doi.org/10.31571/edukasi.v19i1.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Gelen, I. (2018). ACADEMICIANS’ PREDICTIONS OF 21 st CENTURY EDUCATION AND EDUCATION IN THE 21 st CENTURY. European Journal of Education Studies, 4(5), 165–204. https://doi.org/10.5281/zenodo.1233478
Horrigan, J. B. (2016). Digital Readiness Gaps. Pew Research Center, 1–29. http://www.pewinternet.org/2016/09/20/2016/Digital-Readiness-Gaps/
Ibda, H. (2018). Penguatan Literasi Baru Pada Guru Madrasah Ibtidaiyah Dalam Menjawab Tantangan Era Revolusi Industri 4.0. JRTIE: Journal of Research and Thought of Islamic Education, 1(1), 1–21.
Igbokwe, B. A. (2016). Environmental Literacy Assessment: Assessing the Strength of an Environmental Education Program (EcoSchools) in Ontario Secondary Schools for Environmental Literacy Acquisition. https://scholar.uwindsor.ca/etd
Kaeophanuek, S., Jaitip, N.-S., & Nilsook, P. (2018). How to Enhance Digital Literacy Skills among Information Sciences Students. International Journal of Information and Education Technology, 8(4), 292–297. https://doi.org/10.18178/ijiet.2018.8.4.1050
Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. International Journal of Management Education, 13(3), 237–248. https://doi.org/10.1016/j.ijme.2015.07.001
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues. Science and Education, 30(3), 589–607. https://doi.org/10.1007/s11191-021-00206-1
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning. International Society for Technology in Education, 29(4), 127–140.
Latip, A., Sutantri, N., & Hardinata, A. (2022). The effect of digital literacy on student learning outcomes in chemistry learning. Jurnal Inovasi Pendidikan IPA, 8(2), 112–120. https://doi.org/10.21831/jipi.v8i2.40567
Lestari, A., & Rahayu, D. R. (2023). Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA. PENDIPA Journal of Science Education, 7(1), 33–42. https://doi.org/10.33369/pendipa.7.1.33-42
Li, X., Zhang, Y., Yu, F., Zhang, X., Zhao, X., & Pi, Z. (2024). Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1–9. https://doi.org/10.1186/s43031-023-00089-y
Mahmud, M. M., & Wong, S. F. (2022). Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.950553
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267. https://doi.org/10.11120/ital.2006.05040249
Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597
Miranda, P., Isaias, P., & Pifano, S. (2018). Digital Literacy in Higher Education: A Survey on Students’ Self-assessment. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10925 LNCS, 71–87. https://doi.org/10.1007/978-3-319-91152-6_6
Muis, A. (2021). Analisis Pengetahuan Tecknological Pedagogical Content Knowledge Calon Guru Biologi. Seminar Nasiona Hasil Penelitian , 1351–1358.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning. https://www.battelleforkids.org/networks/p21/frameworks-resources
Perdana, R., Yani, R., Jumadi, J., & Rosana, D. (2019). Assessing students’ digital literacy skill in senior high school Yogyakarta. JPI (Jurnal Pendidikan Indonesia), 8(2), 169–177.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Internet and Higher Education Attitude , digital literacy and self ef fi cacy : Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar The Digital Literacy of The First Semester Students in Physics Education Literasi Digital Mahasiswa Semester Satu pada Program Studi Pendidikan Fisika. 8, 101–110. https://doi.org/10.26618/jpf.v8i2.3293
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002
Simamora, A. B., Widodo, W., & Sanjaya, I. G. M. (2020). Innovative Learning Model: Improving The Students’ Scientific Literacy Of Junior High School. IJORER : International Journal of Recent Educational Research, 1(3), 271–285. https://doi.org/10.46245/ijorer.v1i3.55
Soeprijanto, S., Diamah, A., & Rusmono, R. (2022). The Effect Of Digital Literacy, Self-Awareness, And Career Planning On Engineering And Vocational Teacher Education Students’ Learning Achievement. Journal of Technology and Science Education, 12(1), 172–190. https://doi.org/10.3926/JOTSE.1434
Suwono, H., Maulidia, L., Saefi, M., Kusairi, S., & Yuenyong, C. (2022). The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/EJMSTE/11505
Tewari, S., & Birla, M. (2018). Digital Literacy of Faculty & Its Relationship with Teaching Learning: A Study on Student’s Perspective. Pacific Business Review International, 11(6), 99–108. www.pbr.co.in
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2017). Twenty-First-Century Skills of Alternative Learning System Learners. SAGE Open, 7(3), 1–8. https://doi.org/10.1177/2158244017726116
Umar, Hendra, & Jayanti, M. I. (2019). TINGKAT LITERASI DIGITAL MAHASISWA KEGURUAN DALAM MENGHADAPI ERA REVOLUSI INDUSTRI 4.0. Jurnal Pemikiran Keislaman Dan Kemanusiaan, 3(2), 188–202.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31.
WEFUSA. (2015). New Vision for Education Unlocking the Potential of Technology. www.weforum.org
Widana, I. W. (2020). The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045
Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 1–13. https://doi.org/10.3389/fpsyg.2022.1091017
Published
2024-06-23
How to Cite
RAMADANI, Shefa Dwijayanti; LESTARI, Ayu.
First Year Pre-Service Teachers’ Self-Perception of Digital and Scientific Literacy: Implication for Course Design.
BIOEDUKASI, [S.l.], p. 289-296, june 2024.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/47802>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.19184/bioedu.v22i2.47802.
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Articles
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https://orcid.org/0000-0003-1920-0515
