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International Journal of Essential Competencies in Education
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 29622131     DOI : 10.36312/ijece
Core Subject : Education,
Education Mathematics Other
International Journal of Essential Competencies in Education (IJECE) is an international peer-reviewed journal that focuses on the development, implementation, assessment, and sustainability of essential competencies in the 21st-century education requirements such as: model and learning strategy; collaboration; communication; critical thinking skills; creative thinking skills; metacognition; scientific curiosity; innovative learning; information, media, and technology literacy; problem-solving; decision making; design thinking; computational thinking
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 122 Documents
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The Effectiveness of Scientific Creativity-Based Teaching Factory in Improving Vocational Students’ Soft Skills: A Mixed Methods Approach in Renewable Energy Engineering Pathan, Pathan; Alaydrus, Kadir Alpan
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/8wwpyt64

Abstract

This study aimed to examine the effectiveness of scientific creativity-based Teaching Factory in improving vocational students’ soft skills in the Renewable Energy Engineering Program. The study employed a sequential explanatory mixed methods design with a quasi-experimental pretest-posttest control group design. The participants were 44 Grade XI students, consisting of 22 students in the experimental group and 22 students in the control group. Quantitative data were collected using a soft skills scale covering communication, collaboration, problem solving, responsibility, and adaptability. Qualitative data were obtained through semi-structured interviews with students and a vocational teacher. The results showed that the experimental group’s soft skills score increased from 67.45 to 85.50, while the control group increased from 60.77 to 67.36. The experimental group achieved a moderate N-gain of 0.55, whereas the control group obtained a low N-gain of 0.15. ANCOVA indicated a significant group effect after controlling for pretest scores, F(1, 41) = 147.92, p < .001. The qualitative findings revealed that the improvement in soft skills was supported by students’ engagement in real problem identification, group work, idea communication, solar-panel lighting system testing, technical problem solving, product revision, reflection, and teacher feedback. This approach has the potential to strengthen contextual, collaborative, and workplace-oriented vocational learning, although its implementation requires adequate learning materials, practical facilities, and consistent teacher guidance at school.
Preliminary Validation of a Student Digital Literacy Questionnaire Based on the UNESCO Digital Literacy Global Framework and DigComp 2.2 Barrios, Rubilyn G; Dosol-Demonteverde , Mailah Grace; Kurnia, Nova; Sharov, Sergii
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/t385e515

Abstract

This study aims to examine the preliminary validation of a Student Digital Literacy Questionnaire based on the UNESCO Digital Literacy Global Framework and DigComp 2.2. The instrument was developed to measure seven dimensions of digital literacy: device and digital application operation, information and data literacy, digital communication and collaboration, digital content creation, digital safety and ethics, digital problem solving, and digital use for learning. This study employed a quantitative approach involving 350 respondents. Data were analyzed using descriptive statistics, the Kaiser-Meyer-Olkin Measure of Sampling Adequacy, Bartlett’s Test of Sphericity, exploratory factor analysis, corrected item-total correlation, Cronbach’s Alpha, and a specified CFA measurement model. The results showed that the mean student digital literacy score was 116.18, indicating a moderate-to-high tendency. The KMO value of 0.951 and significant Bartlett’s Test at p < 0.001 indicated that the data were suitable for factor analysis. Factor extraction produced seven factors with a cumulative variance of 47.04%. All items were valid, with corrected item-total correlations ranging from 0.412 to 0.548. The overall reliability was very high, with a Cronbach’s Alpha of 0.924, while dimensional reliability ranged from 0.638 to 0.690. The CFA model was specified as a higher-order measurement model with seven first-order latent factors. The instrument is considered suitable as a preliminary measure of students’ overall digital literacy in the context of school-based digital learning.

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