RESEARCH METHODOLOGY
3.1 Research Design
This study used a qualitative method. According to Sugiyono (2018: 15) the qualitative research method is a research method based on the philosophy of postpositivism, used to study the natural conditions of objects, (as opposed to experiments) where the researcher is the key instrument, sampling of data sources is carried out purposively and snowball, collection techniques using triangulation (combined), data analysis is inductive/qualitative in nature, and the results of qualitative research emphasize specific meanings rather than generalizations. In this study, researchers analyzed students' perceptions of how digital literacy skills are able to solve students' problems and how students perceive digital literacy.
For the first, The researcher used observation to know about the learning conditions or encounted in the field notes in the classroom. The second, the researcher used questionnaire for 20 students to know about the survey in the impact digital literacy for resolve learning problems. The third is interview for the 6 students, to know about the students’ perception about the Digital literacy in learning process.
3.2 Location of the Research
The reseracher choosed SMK Darussalam Makassar as the location of the research.
3.3 Population and sample of the Research
The reseracher choosed SMK Darussalam Makassar students’ second gradein the year programme of 2022/2023 as the participant of the research.
There are 19 students. The research would like to observe the impact of the digital of literacy for will give solution in learning problems.
3.4 Research Instruments
To carried out research activities, researchers used research instruments, this instrument is used to obtain data and information that can be justified. This is done by taking samples from a number of students in the second grade. The instrument referred to in this study is a tool that will be used in the implementation of field data collection. This the instrument is useful as a tool, both for collecting data and for measurement in the form of random sampling.
3.5 Data Collection Procedures
To obtain the data needed in this study, it was carried out in several ways, namely as follows:
1. Observations
Observation technique is a technique of collecting data through systematic observation and recording of the phenomena being investigated. This technique is used to systematically observe the giving of motivation by teachers to students in teaching and learning activities.
2. Interview
The interview technique is one of the data collection techniques carried out from question and answer, either directly or indirectly with the data source.
3. Questionnaire
Questionnaire is a technique of collecting data from a number of people or respondents through a set of questions to be answered. By providing the list of questions, the answers obtained are then collected as data. Later, the data is processed and concluded as research results.
3.6 Data Analysis Techniques
Data analysis in qualitative research is carried out, since before entering the field, while in the field, and after finishing in the field. The data analysis process in this study was carried out according to the Miles and Hube Roman model quoted by Sugiyono in his book, namely: data reduction, data display, and conclusion/verification. The data analysis techniques used include:
1. Data Reduction
Reducing data means summarizing, choosing the main things, so that the reduced data will provide a clearer picture, and make it easier for researchers to collect further data and look for it when needed.
2. Data Display
Qualitative research on data presentation can be done in the form of tables, graphs, pie charts, pictograms, and the like. In this study, the data found are in the form of sentences, words related to the focus of the research, so that the data presentation is a collection of information that is systematically arranged which gives the possibility to draw conclusions. In other words, the process of presenting this data is a process of systematically compiling information in order to obtain conclusions as research findings.
3. Conclution drawing
The third step in qualitative data analysis is drawing conclusions. The initial conclusions put forward are still tentative, and will change if no strong evidence is found to support the next stage of data collection. Based on the analysis of the research, the researcher was able to find out and be able to draw conclusions from the problems that had been studied by the author.
3.7 Formula Liker Scale (How to analyze Liker Scale)
To found out the number of answers to the questionnaire from respondents through the percentage, i.e. uses the following formula:
p = x 100%
Where:
p : Presentation
f : frequency of each questionnaire answer n : ideal number of scores
100 : Fixed number
29 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
4.1. Description of the Research Location
SMK Darussalam Makassar is located on Km19 independence pioneer road, Sudiang, Makassar which was founded in 2004, is a vocational school that seeks to produce competent alumni from various fields of expertise supported by various modern facilities. On the other hand, Darussalam Makassar Vocational School uses professional educators with fun teaching methods.
SMK Darussalam Makassar have several competency competency programs namely:
1. Automotive light vehicle engineering 2. Motorcycle engineering and business 3. Heavy equipment engineering
4. Electrical installation engineering 5. Computer and network engineering 6. Software engineering
7. Office governance automation 8. Accounting and financial institutions 9. Nursing assistant
10. Hospitality
4.1.1 Darussalam Vocational School's vision and mission namely:
Vision: Realizing students who are faithful, intelligent, skilled, independent, and able to face global competition
Mission:
1. Forming individuals who have noble character according to their respective religious values and beliefs
2. Improving the quality of learning both in schools and in industry
3. Strive for and improve skills according to their respective fields and abilities
4. Fostering a spirit of independence
5. Fostering cooperation with other institutions in expertise certification activities
4.1.2 Purpose of SMK Darussalam
There are 5 purpose of SMK Darussalam, that is:
1. Developing a religious school culture
2. Carry out learning with the PALKEM approach (active, innovative, creative, effective, interesting/fun learning)
3. Develop various character-based learning activities
4. Preparing skilled workers ready to work in the industrial world and the business world
5. Establishing partnerships with industry and the business world.
4.1.3 Teacher of SMK Darussalam Makassar
Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students.
Table. 4.1 Teacher of SMK Darussalam
No Personnel Description Lk Pr Jumlah
1 The permanent teacher of the foundation 7 4 11 2 Teachers do not have a fixed and basic salary 4 3 7
3 the teacher is seconded 0 2 2
4 Teachers are not permanent 33 33 66
5 Temporary employees 9 2 11
4.1.4 Students of SMK Darussalam Makassar
Students are an important component in the education system who will participate in the learning process during their school years with the aim of becoming knowledgeable, skilled, experienced, and personable human beings.
Table 4.2. Students of SMK Darussalam
Class Total of Class Total of students
Man Woman Total
X 9 158 82 240
XI 9 138 72 210
XII 11 121 99 219
Total of Class 29 417 253 669
4.1.5 Organizational structure SMK Darussalam Makassar
Schools can develop properly, inseparable from the people who work in them professionally, while the people who always work and give the good results in school. Every school must have an organizational structure within it, as is the case at SMK Darussalam Makassar. The organizational structure and names of important officials in the Organizational structure of SMK Darussalam Makassar can be seen in the image below:
Table. 4.3 Organizational structure SMK Darussalam Makassar
No Nama Jabatan
1 Drs. H. Arifin, M.Pd. Headmaster
2 H. A. Ras A. Gaffar Committee of Scholl
3 Hj. MasdaMulia, S.Pd., M.Pd. Head of quality assurance
4 Sri NurrahmiRasyid, S.Pd., MM Head of LSP
5 Andi Muhammad Nur Hasan, S.Pd. Head of administration 6 Andi Ibrahim Rasyid, S. Kom. vice principal of student affairs
7 Nurmiah, SKM Vice Principal of Curriculum
8 CahyoUtomo Vice Principal Sarpra
4.2. Research Results
This research was conducted by the authors to obtain data related to the influence of Digital Literacy in overcoming student learning problems at SMK Darussalam Makassar by using 19 student statements through questionnaires and interviews conducted by several students at SMK Darussalam Makassar class XI majoring in Office Management Organization (OTKP) who have become participants in this study. Researchers get two data results from predetermined instruments, namely questionnaires and interviews.
4.2.1 Implementation of digital literacy
The application of digital literacy at Darussalam Makassar Vocational School is an activity that involves teachers and students. the process of implementing digital literacy in the classroom, researchers used media-based learning, by forming groups consisting of 6 and 7 people, then providing material for them to develop. The sub-material given to students is the influence of Covid 19 on globalization. in this case students are given the opportunity to develop the
material provided for them to discuss with other groups. Based on the author's interview with the principal, Drs. H. Arifin, M.Pd that these activities have been carried out by the teacher in the learning process. To be able to apply fun learning strategies appropriately, teachers must understand the needs and desires of students. Phenomena that are happening in students' lives must be considered and used as positive input for designing fun learning activities. There are several important things that must be considered, for example the classification of age groups, characters, learning styles, and learning strategies. Students in today's era are known as "digital natives", in their life they have never been separated from computers, mobile phones, gaming systems, MP3 players and the internet. They are able to track and master technological advances more quickly than previous generations. Therefore teachers are required to adapt by using new strategies in the learning system by implementing digital literacy. The application of digital literacy to learning English at Darussalam Vocational School is carried out as learning using media in the classroom such as cellphones and laptops, because internet access is very helpful in school activities.
Digital literacy implementation activities are carried out in a way, the teacher will give assignments to students with certain topics based on subjects.
Furthermore, students can search for information via mobile phones or laptops that are connected to the internet. Even so, the teacher monitors all student activities. So that the information sought by students is obtained from valid and relevant sources.
The application of digital literacy at Darussalam Vocational High School is implemented in several subjects, namely in the arts and culture lessons, PKN, Indonesian, English, and social studies.
4.3.Findings
Researchers also used a questionnaire to students to support about the perceptions digital literacy in the learning process. Questionnaire was given to 19 students from class XI OTKP SMK Darussalam. The questionnaire aimed to get deeper understanding of students’ problems, causes of students’ problem in the learning process and to know perceptions about learning to use digital literacy. In addition, questionnaire consisted of 11 questions.
The researcher also used a questionnaire to the students to support the students’ perceptions about digital literacy. The questions in the questionnaire are designed to see students’ perceptions of what makes students have problem in the classroom. The questionnaire was given to class XI OTKP SMK Darussalam consisting of 19 students. And Researchers conducted interviews by calling 7 students based on the highest score in English subject. On December 6, 2022 in class XI and the Department of Office Management Automation (OTKP). With the aim of knowing students' opinions about the meaning of digital literacy, the good and bad effects of digital literacy, and the benefits of digital literacy in the learning process or solving a problem.
Based on the questionnaire filled out by the students, the researcher could explain that the students’ responses varied and a questionnaire was made to support the data from the perception students. Through this instrument, the
researcher can identify the students’ problems and the causes of students’ problem in learning process. The questionnaire was given to students by taking 20 minutes after the Asar prayer at the SMK Darussalam. Here, the students’ answer of questionnaire:
Table 4.4. Classification of the first question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 19 100%
2. Agree 69 – 84 0 00.00
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100
The first questionnaire was "The importance of students utilizing internet access as a learning medium and source of information", all students stated that they strongly agreed with this statement.Supported by interviews from RA who said thatthe researcher concluded that students understand what digital literacy is.
And students also feel the good impact of digital literacy in solving or searching for answers and information.
Digital literacy competencies that students must have are inseparable from the demands of 21st century skills that students must have. 21st century learning requires students to develop mastery of information and communication technology so that they can be utilized in the learning process and achieve learning objectives, namely skills in thinking and learning as a representation of new literacy (SuciHasliyah 2022). Which really supports students' perceptions of the importance of digital literacy in accessing information sources.
Table 4.5. Classification of the second question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 7 37%
2. Agree 69 – 84 12 63%
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100%
The second questionnaire is "Students use internet access to find school information", there are 7 students who strongly agree and 12 students agree with this statement. Supported by interviews from RA who said that although, students sometimes find it difficult when given a lot of assignments. This is supported by the first basic principle of developing digital literacy by Novi Kurnia 2017, namely digital literacy is a simple understanding that includes the ability to extract ideas implicitly and explicitly from the media.
This is supported by, Yenri et al (2019) states that, the positive impact of digital literacy in language learning is 1) to assist the learning process, 2) to be able to distinguish learning resources that are correct, significant and can provide benefits, and 3) to open up opportunities for teachers to be more productive in creating digital teaching media. In addition, in the application of digital literacy in language learning, the teacher does not only need to master the ability to operate digital devices and software, but also requires complex skills such as production skills, photovisual skills, hypertextuality skills, information evaluation skills, and socio-emotional skills.
Table 4.6. Classification of the third question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 17 89%
2. Agree 69 – 84 2 11%
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100%
The third questionnaire, namely "Through the internet students can access various kinds of information needed", there were 17 students who stated that they strongly agreed and 2 students agreed with this statement. This is supported by Preston's opinion in Muhammad Imran's research, which explains media convergence as a process of combining various mass media and technologies that make it easier for users to access various information.Student with initials FI in his interview concluded that explain the meaning of digital literacy and know the impact of digital literacy on the learning process experienced.
Table 4.6. Classification of the fourth question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 12 63%
2. Agree 69 – 84 6 32%
3. Undecided 51 – 68 1 5%
4. Disagree 36 – 50 0 00.00
Total 19 100%
The fourth questionnaire is "Searching the internet has become a new habit for students in learning and searching for information", there are 12 students who strongly agree, 6 students agree and 1 student disagrees with the statement. This is supported by Urip Umayah and Mawan Akhir Riwanto (2020) who said that, 21st
century learning needs to be faced by students with various information and communication technology competencies, one of which is knowledge and ability in digital literacy. Dalam interview yang diteliti dengan inisial FI juga menyatakan bahwa such as digital literacy can facilitate the learning process provided.
The statement above is supported by (Giovanni &Komariah, 2020), currently developing digital literacy has many benefits and is also being felt by teenagers, especially school students. They can easily find information about subject matter or other positive things. This digital literacy is a competency that every student must have because it is very useful, especially in the world of education.
Table 4.7. Classification of the fifth question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 11 58%
2. Agree 69 – 84 8 42%
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100%
The fifth questionnaire is "Students can carry out the search process on the internet based on various kinds of objects", there are 11 students who strongly agree and 8 students agree with this statement. Feri Sulianta (2020), also stated in his book entitled Digital Literacy, digital literacy is defined as the ability to understand and use information in various forms from a very wide variety of sources which are accessed via computer devices.This is also supported by the results of interviews from AN which stated that student understand the meaning of
digital literacy, and the impact ihas on the learning process. Where students feel helped by digital literacy, the assignments given are easy to complete and have no difficulties.
According to Keskin in (Irhandayaningsih, 2020) said that before the COVID-19 pandemic which made learning done online, digital literacy was predicted to be a key and important foundation in the field of education in the future. When learning does not rely on virtual face-to-face meetings and is held online, the results of the study show that students who are digitally literate have more sources of information and have better learning achievements.
Table 4.8. Classification of the sixth question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 6 32%
2. Agree 69 – 84 13 68%
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100%
The sixth questionnaire is "Students know the difference in information on the internet and textbooks", there are 6 students who strongly agree and 13 students agree with the statement. Novi Kurnia (2017), also argues that digital literacy is interpreted not only as a process of children interacting with digital media, in this case the internet, about how this interaction contributes to various aspects of child development.The DA in the Interview also stated that students know the meaning of digital literacy, so students understand the impact of using digital literacy and the difficulties students experience when using digital literacy in solving learning problems. According to (Masitoh, 2018), actually in digital
media that is currently developing there are advantages and benefits which can then be applied to efforts to develop learning activities so that the quality of learning can increase.
Table 4.9. Classification of the seventh question
No. Classification Range Frequency Percentage
1. Strongly Agree 85 – 100 11 58%
2. Agree 69 – 84 8 42%
3. Undecided 51 – 68 0 00.00
4. Disagree 36 – 50 0 00.00
Total 19 100%
The seventh questionnaire is "Before using information from the internet, students will first analyze the background information", there are 11 students who strongly agree and 8 students agree with the statement. This was reinforced by research conducted by Heriyanto (2018) who said that the development of digital media has not been matched by the ability to process information, both in filtering information received or shared. Information obtained through digital media is directly received without going through an in-depth analysis of the content and correctness of the information, and students' understanding of the use of the internet and digital media is still low.
NFA in the interview also supports the above statement. The statement is students had knowledge about the meaning of digital literacy and knew the benefits of digital literacy and the good and bad effects of digital literacy in the learning process to solve a problem.Here we can see how important it is to take advantage of digital literacy. This is reinforced by the opinion of (Sulistyowati et al., 2019) who said that one indicator of achievement in the field of education and