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All Journal Academica : Journal of Multidisciplinary Studies Basica
Latifah, Khoirul
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Arts Biochemistry, Genetics & Molecular Biology Education Mathematics Physics Other

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Digital Literasi dan Self Directed Learning dalam Pembelajaran Mahasiswa PBI IAIN Surakarta Latifah, Khoirul
Academica : Journal of Multidisciplinary Studies Vol 2, No 1 (2018)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.88 KB)

Abstract

AbstractStudents are adult learners who are required to be independent in learning. Along with the rapid and massive development of the times, in self-directed learning students are currently facilitated by the availability of technology. So in this era of digital literacy becomes important provisions in student independent learning. In this study, the author will examine digital literacy and self-directed learning independent learning abilities among students of third-year English Education IAIN Surakarta. This research leads to qualitative research. The results of the study note that, to complete the assignments of the lecturers, many students use the internet as a source of learning. In addition they realize that they have implemented independent learning (SDL) in their daily lives. Balanced by their ability to digitally literate, the process of independent learning increasingly adds to the learning outcomes.Keywords: Digital literacy, self-directed learning
Digital Literacy Integration and Teacher Belief in Public Elementary School: Examining Decomposed Theory of Planned Behavior Latifah, Khoirul
BASICA Journal of Arts and Science in Primary Education Vol 3 No 1 (2023)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v3i1.5263

Abstract

One of the most important aspects of learning in the twenty-first century has been acknowledged: the necessity of using digital technology into instructional materials. With these developments, special abilities are needed by teachers regarding their beliefs to integrate them so that learning can develop according to the provisions of learning objectives, security, and applicable ethics. This study is intended to examine teacher’s belief in digital literacy integration in state elementary school using Decomposed Theory of Planned Behavior. The study was a qualitative study by means of case study research design to obtain a realible understanding of the phenomenon. The data were collected using interview, observation and study documentation. The result indicate that influence teacher’s beliefs in the integration of digital literacy are found from self-efficacy, reseource facilitating condition and technology facilitating condition. Teacher’s efficacy is influenced by teacher training.This situation implies that positive teacher beliefs about digital literacy have a good impact on efforts to integrate digital literacy in learning. This research also strengthens that digital literacy can be maximized if accompanied by the role of policy makers, especially school principals
Digital Literacy Integration and Teacher Belief in Public Elementary School: Examining Decomposed Theory of Planned Behavior Latifah, Khoirul
BASICA Vol. 3 No. 1 (2023)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v3i1.5263

Abstract

One of the most important aspects of learning in the twenty-first century has been acknowledged: the necessity of using digital technology into instructional materials. With these developments, special abilities are needed by teachers regarding their beliefs to integrate them so that learning can develop according to the provisions of learning objectives, security, and applicable ethics. This study is intended to examine teacher’s belief in digital literacy integration in state elementary school using Decomposed Theory of Planned Behavior. The study was a qualitative study by means of case study research design to obtain a realible understanding of the phenomenon. The data were collected using interview, observation and study documentation. The result indicate that influence teacher’s beliefs in the integration of digital literacy are found from self-efficacy, reseource facilitating condition and technology facilitating condition. Teacher’s efficacy is influenced by teacher training.This situation implies that positive teacher beliefs about digital literacy have a good impact on efforts to integrate digital literacy in learning. This research also strengthens that digital literacy can be maximized if accompanied by the role of policy makers, especially school principals
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