Cover Image

OPTIMIZATION OF DIGITAL LITERACY THROUGH STEM-BASED LEARNING

Hairul Saleh, Dian Nopitasari, Ahmad Fadillah, Westi Bilda, Desty Haswati

Abstract


The purpose of this study is to analyze and describe students' digital literacy skills in STEM-based vector algebra courses using online learning. The participants in this study came from 30 students of the mathematics education study program at the Universitas Muhammadiyah Tangerang. The research method used is descriptive qualitative, with an instrument in the form of a digital literacy questionnaire using a likert scale. The results showed that the ability to do internet searching  indicators got a score of 77.50 with high criteria, the ability to use hypertext direction guides got a score of 77.50 with high criteria, the ability to evaluate information content got a score of 78.50 with high criteria, and the ability to compile knowledge got a score of 74.50 with medium criteria. The results of the indicator's average analysis showed that student digital literacy has an overall average of indicators with a score of 76.87 with high criteria. This study recommends the use of digital devices and STEM approaches in the learning proces

Keywords


digital literacy; STEM; vector algebra

Full Text:

PDF

References


Agyei, E., Agyei, D. D., & Benning, I. (2024). Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers’ Experiences in Ghana. African Journal of Research in Mathematics, Science and Technology Education, 28(1). https://doi.org/10.1080/18117295.2023.2265241

Brunetto, D., & Iacono, U. Dello. (2024). Teaching Mathematics with Digital Tools: An Italian High School Teachers’ Perspective. International Journal for Technology in Mathematics Education, 30(4). https://doi.org/10.1564/tme_v30.4.1

Cheema, J. R. (2013). Does it matter how you measure it? the case of self-efficacy in mathematics. Issues in Educational Research, 23(3), 346–356. http://www.iier.org.au/iier23/cheema.html

Chittum, J. R., Jones, B. D., Akalin, S., & Schram, Á. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(1), 1–16. https://doi.org/10.1186/s40594-017-0065-4

Coleman, M. L., Ragan, M., & Dari, T. (2024). Intercoder Reliability for Use in Qualitative Research and Evaluation. Measurement and Evaluation in Counseling and Development, 57(2). https://doi.org/10.1080/07481756.2024.2303715

Crews, J., & Parker, J. (2017). The Cambodian experience: exploring university students’ perspectives for online learning. Issues in Educational Research, 27(4), 697–719.

Dridi, T. (2023). Tunisian High School Students and Digital Media Literacy: A Quantitative Study. Journal of Education, 203(1). https://doi.org/10.1177/00220574211025979

Erdem, C., Oruç, E., Atar, C., & Bağcı, H. (2023). The mediating effect of digital literacy in the relationship between media literacy and digital citizenship. Education and Information Technologies, 28(5). https://doi.org/10.1007/s10639-022-11354-4

Fadillah, A., Sukmawati, R., & Rahardjo, S. (2021). AKSIOMA: Jurnal Program Studi Pendidikan Matematika 1206| ANALYSIS OF STUDENT DIGITAL LITERACY IN LINEAR ALGEBRA COURSES DURING THE COVID-19 PANDEMIC. 10(2), 1206–1212. https://doi.org/10.24127/ajpm.v10i2.3704

Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM Education: a Framework for Developing STEM Literacy. In Journal of Science Education and Technology (Vol. 29, Issue 3). https://doi.org/10.1007/s10956-020-09823-x

Feng, S., Garimella, U., & Pinchback, C. (2020). Integrating Literacy into STEM Education: Changing Teachers’ Dispositions and Classroom Practice. Journal of STEM Teacher Education, 54(1). https://doi.org/10.30707/jste55.1/zqjk5370

Gumiero, B. S., & Pazuch, V. (2024). Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. Pedagogical Research, 9(2). https://doi.org/10.29333/pr/14342

Hague, C., & Payton, S. (2011). Curriculum & Leadership Journal | Digital literacy across the curriculum. Curriculum & Leadership Journal, 9(10), 1–10. http://www.curriculum.edu.au/leader/default.asp?id=33211&issueID=12380

Holden, M. (2020). Developing STEM literacy with young learners. IUL Research.

Huang, X., Erduran, S., Luo, K., Zhang, P., & Zheng, M. (2022). Investigating in-service teachers’ STEM literacy: the role of subject background and gender. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2022.2153243

Jiří, M., Cristina, P. R., Carlos, F., Jean-Pierre, M., & Tristan, M. (2021). The 5-Item Likert Scale and Percentage Scale Correspondence with Implications for the Use of Models with (Fuzzy) Linguistic Variables. Revista de Metodos Cuantitativos Para La Economia y La Empresa, 31, 3–16. https://doi.org/10.46661/REVMETODOSCUANTECONEMPRESA.4010

Jones, S. L., & Procter, R. (2023). Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities. Technology, Pedagogy and Education, 32(4). https://doi.org/10.1080/1475939X.2023.2210152

Kayaduman, H., Battal, A., & Polat, H. (2023). The relationship between undergraduate students’ digital literacy and self-regulation in online interaction. Innovations in Education and Teaching International, 60(6). https://doi.org/10.1080/14703297.2022.2113113

Marty, P. F., Alemanne, N. D., Mendenhall, A., Maurya, M., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. M., Clark, A., & Schellinger, J. (2013). Scientific inquiry, digital literacy, and mobile computing in informal learning environments. Learning, Media and Technology, 38(4), 407–428. https://doi.org/10.1080/17439884.2013.783596

Nikou, S., De Reuver, M., & Mahboob Kanafi, M. (2022). Workplace literacy skills—how information and digital literacy affect adoption of digital technology. Journal of Documentation, 78(7), 371–391. https://doi.org/10.1108/JD-12-2021-0241

Pimthong, P., & Williams, J. (2020). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 41(2), 289–295. https://doi.org/10.1016/j.kjss.2018.07.017

Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content. Computers and Education, 152(1), 1–13. https://doi.org/10.1016/j.compedu.2020.103859

Roefs, E. C. J., Oosterheert, I. E., Leeman, Y. A. M., van der Veld, W. M., & Meijer, P. C. (2024). Investigating ‘Presence in teaching’: explicating the transition from qualitative studies to a survey instrument. International Journal of Research and Method in Education, 47(3). https://doi.org/10.1080/1743727X.2023.2281318

Saetang, W., Seksan, J., & Thongsri, N. (2023). HOW ACADEMIC MAJORS IN NON-STEM AFFECT DIGITAL LITERACY: THE EMPIRICAL STUDY. Journal of Technology and Science Education, 13(3). https://doi.org/10.3926/JOTSE.1791

Setiyani, Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2022). Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems. In International Journal of Educational Methodology (Vol. 8, Issue 3). https://doi.org/10.12973/IJEM.8.3.405

Soyoof, A., Reynolds, B. L., Neumann, M., Scull, J., Tour, E., & McLay, K. (2024). The impact of parent mediation on young children’s home digital literacy practices and learning: A narrative review. In Journal of Computer Assisted Learning (Vol. 40, Issue 1). https://doi.org/10.1111/jcal.12866

Strimel, G., Bartholomew, S., & Kim, E. (2017). Engaging Children in Engineering Design Through the World of Quadcopters. Children’s Technology and Engineering Journal, 21(4), 7–11. https://scholarsarchive.byu.edu/facpub/5587 %0D

Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263–1283. https://doi.org/10.1080/09500693.2018.1473659

Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. shyang. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00329-z

Weyant, E. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th Edition. Journal of Electronic Resources in Medical Libraries, 19(1–2), 54–55. https://doi.org/10.1080/15424065.2022.2046231

Wu, Z., Huang, L., Liu, Y. K., & Chiang, F. K. (2024). Developing a Framework of STEM Literacy for Kindergarten Children. Research in Science Education. https://doi.org/10.1007/s11165-024-10157-6

Yan, D., Adi Kasuma, S. A., & Amini, M. (2023). Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities. International Journal of Academic Research in Progressive Education and Development, 12(3). https://doi.org/10.6007/ijarped/v12-i3/19611




DOI: http://dx.doi.org/10.31000/prima.v9i1.12851

Article Metrics

Abstract - 567 PDF - 328

Refbacks

  • There are currently no refbacks.


Prima: Jurnal Pendidikan Matematika

Program Studi Pendidikan Matematika

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Muhammadiyah Tangerang

Jl. Perintis Kemerdekaan I/33, Cikokol 

Kota Tangerang, Indonesia

e-mail: primajpm@gmail.com

Prima: Jurnal Pendidikan Matematika (p-ISSN: 2579-9827 | e-ISSN: 2580-2216) is licensed under a   Creative Commons Attribution 4.0 International License.     

 View PrimaJPM Stats