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All Journal VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Jurnal Ilmiah Mandala Education (JIME)
Leba, Imanuel Herlimus
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Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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PENINGKATAN LITERASI DIGITAL SISWA MELALUI TPACK DITINJAU DARI BLOOM’S DIGITAL TAXONOMY Leba, Imanuel Herlimus; Mashfufah, Aynin; Rahayuningsih, Sri
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 15, No 2 (2024): NOVEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v15i2.4234

Abstract

ABSTRAKArtikel ini membahas peran kerangka kerja TPACK (Technological Pedagogical Content Knowledge) dalam meningkatkan literasi digital siswa melalui pendekatan Bloom's Digital Taxonomy. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan analisis PRISMA, menyaring artikel dari empat tahun terakhir yang relevan dengan literasi digital, TPACK, dan taksonomi digital. Hasil penelitian menunjukkan bahwa kompetensi TPACK guru berkontribusi signifikan terhadap pengembangan keterampilan literasi digital siswa, termasuk kemampuan berpikir kritis, evaluasi informasi, dan kreasi konten digital. Bloom's Digital Taxonomy menjadi alat yang efektif untuk merancang pembelajaran berbasis teknologi pada berbagai tingkatan kognitif, mulai dari mengingat hingga mencipta. Artikel ini merekomendasikan penguatan kompetensi TPACK guru dan integrasi teknologi secara transformatif untuk mendorong pembelajaran yang adaptif terhadap era digital. Sinergi antara TPACK dan Bloom's Digital Taxonomy diperlukan untuk mempersiapkan siswa menghadapi tantangan pembelajaran abad ke-21.Kata Kunci: TPACK, Literasi Digital, Bloom Digital TaxonomyABSTRACTThis article discusses the role of the TPACK (Technological Pedagogical Content Knowledge) framework in improving students' digital literacy through Bloom's Digital Taxonomy approach. This research uses the Systematic Literature Review (SLR) method with PRISMA analysis, screening articles from the last four years that are relevant to digital literacy, TPACK, and digital taxonomy. The results showed that teachers' TPACK competencies significantly contributed to the development of students' digital literacy skills, including critical thinking, information evaluation and digital content creation. Bloom's Digital Taxonomy is an effective tool for designing technology-based learning at various cognitive levels, from remembering to creating. This article recommends strengthening teachers' TPACK competencies and integrating technology in a transformative way to promote learning that is adaptive to the digital era. The synergy between TPACK and Bloom's Digital Taxonomy is necessary to prepare students for the challenges of 21st century learning.Keywords: TPACK, Digital Literacy, Bloom Digital Taxonomy
Questioning Skills in the Digital Age: Teachers' Tasks and Challenges leba, imanuel herlimus; Ekawati, Ratna; Arifin, Slamet
Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 1 (2025): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v11i1.7904

Abstract

This research explores questioning skills in the digital age as an essential competency in modern education. These skills support students' cognitive development, strengthen teacher-student interaction and promote critical thinking. This study examines teachers' tasks and challenges in developing students' questioning skills using digital technology. The approach used is a systematic literature review that analyzes recent articles to identify effective strategies as well as barriers faced by teachers. The findings show that technology-based strategies, such as project learning and virtual simulations, improve students' questioning skills by creating an interactive learning environment. However, barriers such as the digital divide and teachers limited technological expertise hinder full implementation. This research provides recommendations for technology-integrated teacher training to enhance effective questioning skills. The implication is that collaboration between teachers and curriculum developers is necessary to optimally utilize technology opportunities and create critical and meaningful learning experiences in the digital era.
Co-Authors Aynin Mashfufah Ratna Ekawati Slamet Arifin Sri Rahayuningsih