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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Primanita Sholihah Rosmana
PGSD Universitas Pendidikan Indonesia
Education Other

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LITERASI DIGITAL SEBAGAI JEMBATAN PENGUATAN PENDIDIKAN KARAKTER DI ERA 5.0 Mufidatul Husna; Primanita Sholihah Rosmana; Mufidatul Husna; Pani Herlina; Supriatna
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3096

Abstract

In education, the most important component is character, where character is aframework for developing moral, ethical and emotional values in students. TheSociety 5.0 era is an era where humans will be surrounded by technology.Therefore, digital-based literacy is the key to strengthening character education inthis era. Digital literacy refers to an individual's ability to use, evaluate, and activelyparticipate in digital environments. This article aims to provide insight into the roleof digital literacy in strengthening character education in the Society 5.0 era. Themethod in this research uses literature study. Data collection techniques in thisresearch come from various relevant sources. This research analyzes therelationship between digital literacy and strengthening character education byconsidering aspects such as technological knowledge, digital skills, responsiblebehavior on online media, and ethical awareness in the digital world. The researchresults show that digital literacy can be an effective way to strengthen charactercultivation in the era of society 5.0. Through digital literacy, students can developvalues such as honesty, responsibility, empathy, cooperation and problem solving.Therefore, digital literacy has a role as a bridge to strengthen character educationin the era of society 5.0.
PENGARUH MODEL DISCOVERY LEARNING DENGAN MEDIA ASSEMBLR EDU TERHADAP KEMAMPUAN LITERASI SAINS SISWA KELAS V SEKOLAH DASAR Khaerani Nurfaoziah; Afridha Laily Alindra; Primanita Sholihah Rosmana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.30074

Abstract

This study aims to investigate the effect of the Discovery Learning model assisted by the Assemblr Edu media on the science literacy skills of fifth-grade elementary school students. The background of this research is based on the low level of students’ science literacy and the lack of variety and innovation in instructional media used by teachers. This research employs a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects were students from class VA as the experimental group and class VB as the control group at SDN Cikalongsari I, Karawang Regency, with 22 students in each class. The experimental class received instruction using the Discovery Learning model assisted by Assemblr Edu media, while the control class was taught using the Direct Instruction model. The instrument used was an essay test designed to measure students' science literacy skills based on three indicators: explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and scientific evidence. The data analysis results showed that the influence of the Discovery Learning model assisted by Assemblr Edu on students’ science literacy skills reached 51%, and the N-Gain score of the experimental class was 0.76 or 76%, which falls into the high interpretation category. In comparison, the control class using the Direct Instruction model scored 0.68 or 68%, categorized as moderate. These findings indicate a significant improvement in science literacy skills in the experimental class compared to the control class. Therefore, the use of the Discovery Learning model supported by Assemblr Edu media is proven to be effective in enhancing elementary school students’ science literacy skills.
Co-Authors Afridha Laily Alindra Khaerani Nurfaoziah Mufidatul Husna Mufidatul Husna Pani Herlina Supriatna