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All Journal JagoMIPA: Jurnal Pendidikan Matematika dan IPA Gawi: Journal of Action Research
Ana Silfiani Rahmawati
Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Digital Literacy and Critical Thinking Skills of Physics Education Students: An Empirical Analysis and Educational Implications Ana Silfiani Rahmawati; Ida Hamidah; Achmad Samsudin; Diana Rochintaniawati
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4440

Abstract

This study aims to examine the levels of digital literacy and critical thinking skills among physics education students as prospective science educators, as well as to provide an empirical basis for improving instructional practices. A quantitative descriptive approach was used, involving 31 undergraduate students through a purposive sampling technique. Data were collected using validated instruments consisting of a digital literacy test based on five competency areas-information and data literacy, communication and collaboration, digital content creation, digital safety, and problem solving and a critical thinking test covering five indicators: focusing on questions, analyzing arguments, inductive reasoning, deductive reasoning, and evaluating definitions. The results indicate that both digital literacy and critical thinking skills are categorized as low. Students demonstrate relatively higher performance in communication and collaboration (28.3%) and deductive reasoning (24.1%), while the lowest achievements are observed in digital content creation and digital problem-solving (15.1%), as well as inductive reasoning (12.2%). These findings suggest that students tend to function as passive users of digital technology, with limited ability to critically evaluate information and construct knowledge. This study contributes to the field of physics education by providing an integrated profile of digital literacy and critical thinking within a specific disciplinary context. The findings underscore the urgent need for pedagogical innovations, particularly technology-integrated and inquiry-based learning approaches, to enhance higher-order thinking skills in the digital learning environment.
Improving Students' Digital Literacy through the Physics Simulation Interactive Carnot-Sim Application (PhySIC-SIM) Ana Silfiani Rahmawati; Ida Hamidah; Achmad Samsudin; Diana Rochintaniawati
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.284

Abstract

This study aims to analyze the effect of using the PhySIC-SIM interactive simulation application on improving the digital literacy of prospective physics teacher students in learning the Carnot cycle. This study used a quasi-experimental method with a single-group pretest-posttest design involving 19 students enrolled in a thermodynamics course. The instrument used was a digital literacy test based on nine indicators, including understanding basic concepts, unit operation configuration, creativity optimization, revision management, communication of results, database selection, and validity evaluation. Data were analyzed using descriptive statistics, the N-Gain test, a paired sample t-test, and effect size analysis (Cohen's d). The results showed that the average student score increased from 13.11 (52.44%) in the pretest to 21.63 (87%) in the posttest. The average N-Gain value of 0.71 indicates a high improvement category. Furthermore, the paired sample t-test revealed a significance value of p < 0.05, indicating a significant difference between the pretest and posttest scores. The effect size calculation yielded a Cohen's d value of 3.16, indicating a very large effect. This finding suggests that PhysIC-SIM effectively improves students' digital literacy. Nevertheless, this study is limited by the use of a one-group pretest-posttest design without a control group and the relatively small sample size, which may limit the generalizability of the findings. Therefore, future studies are recommended to involve larger samples and experimental comparison groups to obtain more comprehensive evidence regarding the effectiveness of PhySIC-SIM.
Co-Authors Achmad Samsudin Diana Rochintaniawati Ida Hamidah