Dewi Nilam Tyas1, Sri Sulistyorini2, Sri Sukasih3, Desi Wulandari4, Suparti5
1,2,3,4Universitas Negeri Semarang, Semarang, Indonesia
5SD Negeri Kandri, Indonesia e-mail: [email protected]
Article Info Article of OSC 2022
Article history: Abstract
Digital literacy is needed by educators as the relevance of student needs to the trend of using digital media which has become a social lifestyle in education. Pra research showed that the digital literacy of teachers in West Semarang is still uneven and not optimal in utilizing technology in developing innovative learning media. This study aims to improve teacher digital literacy through Android-based learning video innovations. This quasi-experimental research involved 36 teachers as research subjects. The research method includes pretest, treatment (training in developing learning media using Canva and VlogNow applications, mentoring) and post-test.
The results of the study show that digital literacy skills and android-based learning video skills increase. It is hoped that the quality of learning by utilizing technology as part of a social lifestyle in education will also increase.
Keywords: Innovation, Learning Media, Digital Literacy Received May 17th, 2022
Accepted June 05th, 2022 Published Nov 17th, 2022
Copyright © 2022
OSC 2022 - FHISIP Universitas Terbuka, Indonesia
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INTRODUCTION
This technological advancement is very useful in helping to learn during the Covid-19 pandemic which is carried out online. In connection with the Covid-19 pandemic which began to enter Indonesia since early March 2020, the government issued this Circular Letter Number 15 to strengthen the Circular Letter of the Minister of Education and Culture Number 4 of 2020 concerning the Implementation of Education in Emergency Periods (Covid-19). In this circular, Corona Virus Disease states that the purpose of implementing Learning from Home is to ensure the fulfillment of students' rights to obtain educational services during the Covid-19 emergency, protect education unit residents from the adverse effects of Covid-19, prevent the spread and transmission of Covid -19 in the education unit and ensure the fulfillment of psychosocial support for educators, students, and parents (Nastiti, 2020).
The application of online learning certainly requires teaching materials that can make students learn actively and independently without the limitations of space and time (Bastudin, 2021), (Amalia, 2017: 45). In addition, the essence of learning should also be conveyed in its entirety through the selected learning media integrated with the appropriate platform. However, this has not been fully implemented in learning activities because there are still quite a number of problems related to learning media used during online learning during a pandemic (Dewi, 2018: 48). One of the problems that arise in the world of education in this era of globalization is the mastery of information technology (ICT) by teachers. It is undeniable that there are still many of our teachers who still do not master information technology. Barriers to teachers in mastering ICT include the lack of ICT training, and opportunities for self-development for teachers (Halidi, 2015: 53-60).
Based on the pre-research that has been done, it is known that teachers use textbooks that are lent to students and are assisted by explanations through WAgroups. However, learning activities like this often make students easily bored and confused because there are things that are not clear. Sometimes, teachers include videos that are relevant to the learning material or theme as variations in learning, but the videos that are available are often not really relevant to learning. The teachers already have cellphones and laptops but in general they have not optimally utilized technology for the development of innovative learning media, such as developing videos as online learning media. The preparation of learning videos is considered difficult, especially if the editing process uses a laptop which is considered complicated, time consuming and less practical.
The development of information technology in the world of education will simultaneously direct human life to a new format as a modern human being characterized by rapid change and a certain identity (Erni, 2016), (Wolf, et.al, 2016). The format and identity of self and social groups are often referred to as lifestyles. This phenomenon also occurs in the world of education where information and communication technology is used in the learning process, but is not studied specifically in a subject but is included in every lesson.
On the other hand, since 2016 the Ministry of Education and Culture (Kemendikbud) has set six basic literacy skills that must be developed through education tri-centers (schools, families, and communities) (Lutfi, A. 2015). These include language literacy, numeracy literacy, scientific literacy, digital literacy, financial literacy as well as cultural literacy and citizenship. To be able to teach digital literacy, a teacher really needs to master this literacy.
One type of literacy that is important to master is digital literacy (Kemendikbud, 2016), (Kuswanto, 2018). Digital literacy is very much needed by educators as the relevance of student needs to the trend of using digital in the learning classroom
Mastery of digital literacy is closely related to the ability or competence of teachers and needs to be improved. The professionalism of teachers is not only seen in their ability to
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develop their knowledge, but also in their ability to carry out interesting and meaningful learning for students (Siyamitri, 2015), (Suyono, 2017). Teachers as learning facilitators are expected to be able to create and use learning media that are in accordance with the scope of KD and indicators, learning materials and student characteristics (Muyaroah, 2017). Referring to the description above, this study aims to improve teacher digital literacy through Android-based learning video innovations.
METHODOLOGY
The type of quasi-experimental research carried out in this study uses random assignment, ie sampling is based on the probability that each sampling unit has the same opportunity to be selected as a sample. It is intended that in the implementation of the research any given treatment takes place naturally and the research subjects can represent the population under study. This is expected to contribute to the validity of the research results. The subjects of this study included 36 teachers in the Srikandhi cluster, West Semarang. The study was conducted in July 2021, which was carried out in a limited combination online and offline by implementing a health protocol.
The independent variable in this study was training in the development of learning media, while the dependent variable was an increase in teacher digital literacy through Android-based learning video innovations. The design used is a one group time series design (using the experimental group only, without using the control group). The sequence of the research carried out included pretest, treatment (training on the development of learning media using Canva and VlogNow applications, mentoring) and post test.
RESULTS AND DISCUSSION
Life style in education today cannot be separated from the technology used in learning, one of which is in the preparation of learning media. In this regard, the teacher must be skilled in using and compiling learning media. To be skilled in compiling learning media, the teacher must have digital literacy skills so that the media that is prepared is not just the result of sticking or combining material but as a result of selecting material that can be taken from various references, but the teacher adapts it to the needs of students.
The research involving 36 teachers as the subject of this study came from school representatives who are members of the Srikandhi cluster, West Semarang. The following distribution of representatives of each school can be seen in Figure 1. The distribution graph of the teacher's school origin as the research subject.The research involving 36 teachers as the subject of this study came from school representatives who are members of the Srikandhi cluster, West Semarang. The following distribution of representatives of each school can be seen in Figure 1. The distribution graph of the teacher's school origin as the research subject.
Figure 1. Distribution Graph of Teacher's School Origin as Research Subject
(Source:researcher's personal document)
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The results of the pretest and posttest related to some data can be observed in the pictures below, the graph on the left is the graph obtained from the pretest results and the graph on the right is the graph obtained from the posttest results.
Figure 2. The Number and Variety of Digital-Based Reading Materials Used As A Reference In The Preparation Of Learning Media
(Source: researcher's personal document)
Based on the figure above, it is known that the number and variety of digital-based reading materials used as references in the preparation of learning media has increased. From 6.4% of respondents who used multiple and varied references, it increased to 16.7%. Those who used references in the category were quite a lot and varied enough increased by 16.7%. Meanwhile, those who use the number and variety of readings that are few and not varied experienced a decrease of 26.6%, which means that respondents in this category experienced a change after being given treatment in the form of training in the preparation of android-based learning videos by utilizing various references and packaging them in learning media after the selection was made.
Figure 3. Variations of Learning Media Used During Online Learning
(Source: researcher's personal document)
The next aspect that was observed was the variation of learning media used during online learning, showing that respondents experienced a decrease of 6.8% in the non-variable category and 6.7% in the moderately varied category, respectively. A total of 13.3% have changed to using a variety of learning media. This is in accordance with what is shown in the chart where the variable category has increased by 13.3%.
149 OSC 2022 Theme 2: Digital Transformation and The Changing Social Lifestyle ISBN: 978-602-392-329-8 e-ISBN: 978-602-392-330-4
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Figure 4. Skills In Compiling Video-Based Learning Media
(Source: researcher's personal document)
The next indicator that is measured is the proficiency in compiling video-based learning media as shown in Figure 4, from 43.3% in the moderately proficient category to 63.3%, which means an increase from previously less proficient to moderately proficient at 20% of the respondents.
Figure 5. Familiar Android-Based Video Creation Application for Teachers
(Source: researcher's personal document)
Figure 5 shows that all respondents are familiar with using Android-based video creation applications, especially Canva and VN because these two applications are the main material in the training as a treatment to improve teachers' digital literacy. The light blue part of the chart that shows that the respondents do not use an Android-based video editing application has also decreased in number, although when the post-test was carried out there were still some who had not used an Android-based video editing application.
The diagrams above illustrate increased IT capabilities and increased digital literacy.
Douglas A.J. Belshaw in his thesis What is 'Digital Literacy'? (2011) said that there are eight essential elements for developing digital literacy, which are as follows. 1. Cultural, namely understanding the various contexts of users of the digital world; 2. Cognitive, namely the power of thought in assessing content; 3. Constructive, namely the creation of something that is expert and actual; 4. Communicative, namely understanding the performance of networks and communications in the digital world; 5. Responsible self-confidence; 6. Creative, doing new things in new ways; 7. Critical in addressing content; and 8. Be socially responsible.
According to UNESCO, the concept of digital literacy overshadows and becomes an important foundation for the ability to understand technology, information and communication devices. For example, in ICT Literacy, which refers to technical capabilities that allow active involvement of community components in line with cultural developments and digital-based public services. The concept of digital literacy, in line with the terminology developed by
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UNESCO in 2011, refers to and cannot be separated from literacy activities, such as reading and writing, as well as mathematics related to education. Therefore, digital literacy is a skill (life skill) that does not only involve the ability to use technology, information, and communication tools, but also social skills, learning skills, and having attitudes, critical thinking, creative, and inspirational as digital competencies.
The development of learning videos carried out by the elementary school teacher Gugus Srikandhi as workshop participants was accompanied by a research team to help formulate and develop material that would become video content and video editing techniques so that the work compiled was truly applicable to be used in learning activities. In addition, the ability to organize the material in a video and determine which video will be used when the introduction, main or closing will greatly affect the selection of material and the preparation of the video that will be carried out. Figure 6. shows a screenshot of an example video made by a teacher participating in the workshop. Some of these videos were developed using Canva or VN and a combination of the two.
Figure 6. Examples Of Android-Based Learning Videos Developed by Teachers
(source: researcher's personal document)
Increasing digital literacy for teachers plays a role in determining lifestyle in education.
Lifestyle is built based on knowledge and social attitudes that have been in an individual's environment. Life that follows a trend (popular) is a form of a person's or group's lifestyle (Erni, 2016), (Chukwuere, et al. 2017). Lifestyle is related to how a person wants to present himself and how other people see him. Therefore, education as a medium of social change is an important thing that cannot be ruled out. This is where the teacher's role is very important to make technology a part of a lifestyle that has a positive influence on students. The effort made in this research is to provide training in video compilation skills as a learning medium to improve teachers' digital literacy. When digital literacy is good, teachers will be more adept at using technology in learning to achieve learning goals. Teachers will be better prepared to accept the changing times that are getting faster and less afraid when they are required to integrate technology in learning.
Furthermore, the learning media that have been compiled can be uploaded to social media to make it easier and wider for the reach of access. Chen et al. (2016) and Rajeev (2015) agreed that social media can contribute very well on education in the way of promoting collaborative
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learning among students, however when applied correctly. This in turn will lead to a sustainable lifestyle, which is an effort to base behavior on a sustainable life. Lifestyle in education personally or in groups is a synthesis of communication interactions, both verbal and non-verbal. One's lifestyle rolls along with the beat of changing information that is accessed by individuals without anyone being able to limit them. Basic culture, beliefs and religion will act as the main filter for interactions that occur before forming interpretations. (Erni, 2016). So, the role of the teacher in this case is very important.
CONCLUSION
The results show that if digital literacy skills and Android-based learning video development skills on the research subject increase, it is expected that the quality of learning by utilizing technology as part of a social lifestyle in education will also increase.
ACKNOWLEDGEMENTS
Thank you to Faculty of Education Universitas Negeri Semarang; research team and Srikandhi teacher work group, Semarang Barat.
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Faculty of Law, Social and Political Sciences
Universitas Terbuka 153