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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Much. Fuad Saifuddin
Universitas Ahmad Dahlan, Bantul, Indonesia

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Profiling Information Access, Comprehension, Evaluation, and Technology Use in Pre-Service Biology Teachers' Digital Literacy: Implications for Teacher Education Hani Irawati; Tomas Jr A. Diquito; Merti Triyanti; Much. Fuad Saifuddin
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2741

Abstract

Digital literacy is essential for pre-service biology teachers because they must locate scientific information, interpret complex biological content, judge source credibility, and use digital technologies for learning and future teaching. This study profiles four dimensions of digital literacy among pre-service biology teachers and identifies implications for teacher education. A quantitative descriptive survey involved 92 active undergraduate students in a Biology Education Study Program in Indonesia. Participants were selected using random sampling. Data were collected through a structured five-point Likert questionnaire covering information access, information comprehension, information evaluation, and the use of digital technologies in learning. The instrument underwent expert review for relevance, clarity, representativeness, and contextual suitability. Data were analyzed using frequencies, percentages, and categorical profiles. The combined high and very high categories reached 71.7% for information access, 88.0% for information comprehension, 67.4% for information evaluation, and 90.2% for digital technology use. Information evaluation showed the largest low and very low proportion (32.6%), indicating that critical verification remains less developed than comprehension and technology use. The findings support curriculum refinement that prioritizes critical source evaluation, information ethics, and biology-specific pedagogical integration of digital technologies.
Co-Authors Hani Irawati Merti Triyanti Tomas Jr A. Diquito