The objective of this study is to find and define students' reading skills in digital literacy through a blog at SMK Negeri 3 Kupang. Students in the experimental group were taught about digital literacy through a blog, while those in the control group were taught lightly. The research findings show that the difference in reading skills between students who were taught digital literacy through a blog and those who were taught digital literacy without digital literacy is significant.
Menemukan dan mengkarakterisasi keterampilan membaca siswa dalam literasi digital melalui weblog di SMK Negeri 3 Kupang menjadi tujuan penelitian ini. Segala puji dan hormat hanya milik Allah SWT, pencipta alam semesta, yang telah melimpahkan rahmat, karunia, bimbingan dan kuasanya kepada penulis sehingga dapat menyelesaikan “disertasinya” tentang “Literasi Mahasiswa dalam Literasi Digital Melalui Weblog di Statens Erhvervsskole 3 Kupang.”.
INTRODUCTION
- Problem of the Research
- Objective of the Research
- Limitation of the Research
- Significance of the Research
According to Gilster (1997), digital literacy is the ability to understand and use information provided by computers in various formats. Elements of digital literacy skills adapted from (Bawden & Martin 2008) include core ICT skill (foundation/technical skill), information literacy skill (core knowledge), digital competence (core competence) and digital attitude and perspective. applications and digital transformation. This study attempts to investigate students' reading skills in digital literacy through blog reading skills in senior secondary school.
The method focuses on students' digital skills through weblogs in high school, which it relates to teaching strategies and material selection. This study is considered very important for the students about the information they want to know more about literacy in digital literacy through weblog in high school.
REVIEW OF RELATED LITERATURE
- Digital Literacy
- Definition of Digital Literacy
- Discourses of Digital Literacy and The Digitally Literate
- Approaches to Digital Literacy Education …
- Type of Learning Activities to Promote Digital Literacy at school .16
- Hypothesis
Digital literacy has emerged as a critical issue in this age of information, communication and technology (hereafter ICT). Digital literacy is the ability to effectively search for information, evaluate it against multiple sources, and distinguish between reliable and false information. While some experts only use the term "digital literacy" in relation to information, others use a broader definition.
Another definition of digital literacy is the ability to understand and make use of information in many formats from various sources obtained via computers. On the other hand, another point of view sees the idea of digital literacy in a larger context. As a result, in this essay, "digital literacy" refers to both having the ability to find accurate information and being aware of online safety.
At first, the concept of digital literacy was simply concerned with the techniques of using digital devices. Digital literacy in this paper refers to the range of literature related to the use of new or digital technology. Along with technical knowledge, digital literacy also includes the social and cognitive skills needed in the digital world.
Buckingham (2015) states that the definition of digital literacy has been the subject of a considerable body of literature. The idea of digital literacy was originally limited to the technical requirements of using digital devices. Three intersecting aspects technical, cognitive and social-emotional make up the dimensions of digital literacy.
RESEARCH OF METHODOLOGY
Research Setting
Sample and Population
In the quantitative research of a research method, samples and populations were needed to carry out the research process. A population is a group of subjects, units or subjects that were under the reference for the study. Population can consist of a finite or infinite member of units (Agrawal, 2003, p.184). A finite subset of the population is called a sample, and the number of individuals in a sample is called a sample size.
The factors responsible for the size of a sample are the purpose for which the size of a sample is drawn, the heterogeneity of the sampling unit in the population. Based on the above definition, the researcher concludes that the population is the entire research object being investigated. So the population of this study was the students of high school SMK Negeri 3 Kupang class X with a total of 75 students from 2 classes.
The type of sampling used in this study is to provide by quasi-experiment test.
Research Instrument
The researcher selected a sample of 38 students of Xth TKJ in the control group and 37 students of X. TKJ 4 in the experimental class. It was visible that a good proportion of students in the control class followed the learning process at that time. Based on the findings of this post-test, there will be an improvement in the learning process for students who use the blog from the link provided.
Also, when it was identified, then from these two classes, there were 20 students in the control class and 19 students in the experimental class who had incomplete registrations. This shows that there are still many students who have not completed the integration in the pretest that was held in both classes. In the control class, 21 students fell into the sufficient category, compared to 18 students in the experimental class and 18 students in the less than sufficient category.
It can therefore be concluded that in this pre-test students' abilities were equally deficient in the control. Students in the control class are less involved in the learning process as the researcher dominates in presenting the learning material. There are still 15 students in the control class and 9 students in the experimental class who are classified as not having met the KKM when the 75 students in each class are compared to the KKM determined.
As a result, 23 students in the control class and 28 students in the experimental class complete the learning process. Students who scored very good on this post-test, i.e. scores between 80 and 100, were 19 students in the experimental class compared to 9 students in the control class. Then there is a strong predictor, which is the range 70<79, with 23 students in the control class and 18 in the experimental class.
There will be differences in the students' learning outcomes after completing the pre-test and post-test after the learning process using a learning model using a link from the weblog. In class TKJ 4, the improvement was caused by the experimental class that had not yet used digital literacy via weblog.
Data Collection
Technique of Data Collection
Data Analysis
THE RESEARCH OF STUDY
Description of Control and Experiment Class Learning Activities
The Score of Pre-test Control and Experiment Class
Control and Experiment Post-test Result …
Hypothesis Test
Sum of the squared deviation score of the control class X2 = sum of the squared deviation score of the experimental class N1 = numbers of the control class. The t-test formula is used to examine and calculate data from the pre-test and post-test. Based on the study that has been done, it can be seen that each test sets a different set of data from the two classes, namely the control class and the experiment class.
The learning outcomes achieved by the students show that the students' knowledge between the pre- and post-test differs from that of both the control and experimental lessons. From the pre-test conducted, it is known that the average pre-test results of the control class and the experimental class are not significantly different, where the average pre-test value of the control class is 70.26 and the average pre-test value of the experimental class . value is 69.45. After the pre-tests for the two classes are administered, different teaching methods are used to facilitate learning.
A post-test administered after both classes had completed the learning process using different methods revealed a significant difference, with the control class receiving a mean score of 69.45 and the experimental class receiving a mean score of 75.23. In the TKJ class, which was used as a control class for the data analysis in the previous section, the highest pretest score was 77 and the lowest was 61. The difference between the pretest and posttest mean increased. by 75 points instead of 70, which is a significant amount.
Comparison of the results of pre-tests (taken before the use of digital literacy through the blog) and post-tests (taken after the intensive use of digital literacy through the blog) in class X TKJ as a control class and class X TKJ 4 as a class of experiment allowed for method identification. With an average pre-test of 69.43 or 14 students who had not completed it, the control class also saw an increase, but not to the same extent as the experimental class. The pre- and post-test findings of both classes show that there is a significant impact on the use of reading skills in digital literacy through the blog.
Suggestion
A variety of teaching techniques must be used by an English teacher depending on the subject they wish to teach their students. Because reading is the foundation of every subject, it is best for students to establish a habit of reading. They should also improve their understanding of the English language and correct the grammar structure in addition to learning a lot of new words.
The Role and Value of Public Libraries in the Age of Digital Technologies.” Journal of Librarianship and Information Sciences. Knobel (ed.), Digital Literacy: Concepts, Policies, and Practices (pp. 17–32), New York, NY: Peter Lang Publishing. Literasi digital sebagai tulang punggung pendidikan, Clyde, L. Weblogs in the library and information science environment.
Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Age, Journal of Educational Multimedia and Hypermedia. Project-based learning in teaching English as a foreign language in Greek primary schools: From theory to practice, English Language Teaching, 113-119. Knobel (Eds.), Digital literacy: Concepts, policies, and practices (pp. New York, NY: Peter Lang Publishing.
Linked Multiple Choice Questions (https://ainahalamuda.wordpress.com/) .. test results for control class X TKJ and experimental class X TKJ 4. Group Mean Score Standard Deviation .. test results for class control and experimental class. Frequency and Percentage of Control Classroom Experiments and Post-Test Results Based on Learning Outcome Indicators.
