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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Educational and Learning Studies
Jodi Hardika
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Empowering 21st-Century Learners: Enhancing Digital Literacy Through E-Literate Integration in Science Education Rayendra; Jodi Hardika
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14343

Abstract

Digital literacy is a critical 21st-century competency that must be integrated into science education to achieve Sustainable Development Goal 4 (Quality Education). This study evaluates the effectiveness of the E-Literateapplication in enhancing students' digital literacy within the specific context of vibration and wave topics. Using a quasi-experimental pretest–posttest control group design, this research involved 60 grade VIII students divided into experimental and control groups. The research instrument utilized a performance-based digital literacy test (comprising case studies on information access, evaluation, processing, and digital ethics) to measure actual proficiency rather than mere self-perception. Data were analyzed using normalized gain (N-Gain), independent t-test, and Cohen’s effect size. The results indicated a significant difference in digital literacy improvement between the two groups (p < 0.05). The experimental group, which utilized the E-Literate app to simulate wave phenomena and verify digital information, achieved a very large effect size (d = 4.63). These findings demonstrate that the E-Literate application is not only an effective medium for mastering abstract science concepts like vibrations but also a powerful tool for bridging the digital skills gap in secondary education.
MOOC-based LMS acceptance among female Madrasah Tsanawiyah teachers: age and educational level in TAM Rayendra Rayendra; Nadya Faranda; Jodi Hardika
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03292

Abstract

This study examines the acceptance of PINTAR, a MOOC-based Learning Management System (LMS) developed by the Indonesian Ministry of Religious Affairs, among female Madrasah Tsanawiyah (MTs) teachers in Padang, West Sumatra. Using an extended Technology Acceptance Model (TAM), the study investigates the relationships among perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU), while examining the moderating roles of age and educational level. A quantitative cross-sectional survey was conducted with 300 female MTs teachers. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results supported all six hypothesized direct relationships. PEU significantly predicted PU (β = 0.663), PU significantly influenced ATU (β = 0.523), PEU significantly influenced ATU (β = 0.294), PU significantly predicted BI (β = 0.650), ATU strongly predicted BI (β = 0.719), and BI significantly predicted AU (β = 0.635, p < 0.001). However, neither educational level nor age significantly moderated the BI–AU relationship. These findings support the applicability of TAM in explaining PINTAR acceptance and highlight perceived usefulness, ease of use, and attitude as important determinants of teachers’ behavioral intention and actual LMS use.
Co-Authors Nadya Faranda Rayendra Rayendra