Corresponding Author: Warizal
E-mail: [email protected]
INTRODUCTION
Digital literacy is one of the skills that students
must master in order to prepare themselves for the industrial revolution 4.0.
The six basic literacies consist of reading and writing, science, numeracy,
digital, financial, and cultural and civic literacy. Due to the rapid progress
of Information and Communication Technology (ICT), digital, information and
technology literacy skills are as important as other general abilities (Dinata, 2021); (Fatmawati &
Safitri, 2020); (Nurcahyo, 2020); Ministry of Education and Culture, 2017).
Based on survey results in 34 provinces in Indonesia
involving more than 1600 respondents, the digital literacy status of the
Indonesian population in 2020 is still at medium status and still needs to be
improved (Kominfo, 2020). Meanwhile, a press release issued by the Ministry of
Communication and Information of the Republic of Indonesia (Kominfo) in January
2022 based on the results of a face-to-face survey in the previous year
involving 10,000 respondents from 514 districts/cities indicated that there was
an increase in several pillars of digital literacy but still remained at medium
level (Kominfo, 2022). Another is a report from Microsoft and TRG (2021)
regarding the 2021 Digital Civility Index which places Indonesia in a very bad
position, namely 29th out of 32 countries. The results of these surveys show
that the level of digital literacy in Indonesia can be said to be still low and
needs to be improved.
The Covid-19 pandemic has had a significant impact on
the learning process at Djuanda University, especially the Accounting Study
Program. The most pronounced impact is the change in the learning process from
face-to-face learning to online learning. This is supported by research
conducted by researchers, namely that there is still a need to improve the
online learning process (Ameli et al., 2020); (Dinata, 2021); (Putria et al., 2020).
The online learning process requires students to study
independently. One ability that plays an important role in facilitating
independent learning and determining learning success is the ability to utilize
ICT. One of the determining factors for learning success is the ability to
search for the information needed on digital networks/the internet (Fadila et al., 2021). Students with good digital literacy skills will
strive to search/select important information as well as understand,
communicate and convey ideas in the digital space. Thus, digital literacy
skills will open up opportunities for students to think, communicate and create
which ultimately leads to learning success ((Sujana &
Rachmatin, 2019); (Elpira, 2018).
The term digital literacy is a person's ability to use
computer devices to access various information in digital spaces (McDougall et al.,
2018). There are 8 components of digital literacy, namely:
(1) Functional skills and beyond. Is a digital literacy component related to
skills in using information technology; (2) Creativity. It is a digital
literacy component related to creative thinking using ICT in building
knowledge; (3) Collaboration. It is a digital literacy component related to
building knowledge through the process of discussion and providing mutual input
in the digital space; (4) Communication. It is a component of digital literacy related
to the ability to hear, understand and convey ideas; (5) The ability to find
and select information; (6) Critical thinking and evaluation (critical thinking
and evaluating); (7) Cultural and social understanding (understanding of social
culture); and (8) E-safety (security) (Hague & Payton,
2010).
In practice, the ability to think is an ability that
is very necessary in facing life's challenges, such as the ability to think
critically, think creatively, and the ability to solve problems (Kalelioğlu &
G�lbahar, 2014). The ability to think critically is an ability that
is very necessary for a person to be able to face various problems faced in
social and personal life. There are several definitions of critical thinking. Critical
thinking is self-regulation in deciding something that results in
interpretation, analysis, evaluation, and inference, as well as presentation
using evidence, concepts, methodology, criteria, or contextual considerations
on which decisions are made (Facione, 2011). Critical thinking as a complex process that requires
high-level cognition in processing information (Choy & Cheah,
2009). Critical thinking is the ability to think
reflectively and reasonably which is focused on what one believes or does (Ennis, 2011). Critical thinking skills include basic clarification
skills, basic decision making, concluding, providing further explanations,
estimating and integrating, as well as additional abilities.
The ability to think creatively is also included in
digital literacy (Hague & Payton,
2010). According to (Filsaime, 2008), creative thinking is a thinking process that has the
characteristics of fluency, flexibility, originality and detailing or elaboration.
Fluency is the ability to express as many correct ideas or thoughts as clearly
as possible. Flexibility is the ability to express many ideas or ideas that are
diverse and not monotonous by looking at them from various points of view.
Originality is the ability to come up with ideas or ideas that are unique and
unusual, for example those that are different from those in books or different
from other people's opinions. Elaboration is the ability to explain the factors
that influence and add details to an idea or idea so that it is more valuable.
These two aspects are one of the abilities that
students must have in facing the era of revolution 4.0. The phenomenon that
occurs among students in the Accounting Study Program at Djuanda University is
that they are required to be fluent in the digital world but can analyze the
material studied independently and express their opinions based on the material
they have studied. Of course, this was motivated by several factors that gave
rise to this phenomenon, including the existence of Covid-19 cases since the
beginning of the semester which required them to carry out the online learning
process for approximately 2 years (semester I to semester IV). This condition
forces them to learn independently by utilizing content circulating in
cyberspace so that without realizing it or intentionally, their digital
literacy is honed due to certain circumstances. Of course, students' critical
and creative thinking skills will be very much needed by those who will not be
technologically illiterate.
Based on this phenomenon, if it is linked to the
digital literacy component theory of (Hague & Payton,
2010), the aim of the research is to find out and describe
students' digital literacy-based critical thinking and creative thinking
abilities of students in the Accounting study program, Djuanda University,
Bogor.
METHOD
The research was
conducted using a case study approach. In case studies, researchers are given
the opportunity to examine data related to a particular context or phenomenon.
Cases in the education sector can involve parents, students, school staff,
educators, and members of the school community (Crowe et al., 2022); (Yin, 2012). The case study in this research discusses students'
critical thinking skills based on digital literacy and student creativity based
on digital literacy.
The instrument used
is an online questionnaire (google form) and interview guidelines. Data
collection was carried out through online questionnaires (google form) which
was distributed to students of the Accounting Study Program, Djuanda
University, while semi-structured interviews were conducted to deepen the data
obtained from the results of the online questionnaire. The data obtained was
then analyzed using thematic analysis techniques.
The research
participants were 36 respondents who were students of the Accounting Study
Program, Djuanda University. The students who participated were V semester
students. These V semester students carried out the online learning process for
2 years (2020-2022), semester I to semester IV). Data collection was carried
out using a purposive sampling technique via an online questionnaire (google
form) which was distributed via the Accounting student WhatsApp group.
Data collection was
carried out in three stages. The first stage, collecting data from students
obtained from an online questionnaire (google form). Data collection was
carried out from 07 November 2022 � 14 November 2022 involving 36 accounting
students. In the second stage, semi-structured interviews were conducted with
36 students who had filled out an online questionnaire (google form).
Interviews were conducted to obtain more in-depth data referring to online
questionnaire questions (google form). Interviews were conducted from 15
November 2022 � 21 November 2022. Next, the third stage was observations
carried out in the classroom. This observation was carried out to see students'
critical and creative thinking abilities based on digital literacy.
Data were analyzed
using thematic analysis techniques. Data analysis uses thematic analysis.
Thematic analysis is one way to analyze data with the aim of identifying
patterns or finding themes through data that has been collected by researchers (Braun et al., 2016); (Wu et al., 2015).
This method is a very effective method if a study intends
to examine in detail the qualitative data they have in order to find
interrelated patterns in a phenomenon and explain the extent to which a
phenomenon occurs through the researcher's eyes.
There are two
stages carried out in data analysis used in this thematic analysis. In the
first stage, participants' answers are made in the form of codes as keywords
that correspond to the interpretation of certain sentences or terms. In the
second stage, the codes are mapped based on categories to find themes and
patterns. At this stage, the researcher analyzes all the codes and
categorizations to determine what can be combined or separated between the
codes. More specific codes in the final analysis process are used to answer the
research.
The credibility and
dependability of the research received serious consideration. The process
begins with a data collection instrument based on a literature review �(Rasmitadila et al., 2021). After the data was collected, member checking was
carried out (Birt et al., 2016), to check the accuracy of the data recording provided by
the participants (especially for data obtained from interviews). Meanwhile,
researcher triangulation was also carried out to reduce bias, by
cross-examining participants (Anney, 2014).
RESULTS AND DISCUSSION
During the
Covid-19 pandemic experienced by various countries in the world, it has had a
major impact on various aspects of life. This is also felt by the State of
Indonesia, due to the Covid-19 pandemic, one of which is the educational
aspect. With the enactment of Circular Number 4 of 2020 concerning the
implementation of Education Policy in the Corona Virus Disease Emergency
Period, which contains six important things, namely changes in the
implementation of education in Indonesia, including those related to 1) the
policy for implementing the National Examination (UN), 2) the Learning Process
from Home, 3) School Examinations for graduation, 4) Class Promotion, 5)
Acceptance of New Students (PPDB), and 6) School Operational Assistance Funds
or Education Operational Assistance. The existence of this new policy will
certainly change the direction of education in Indonesia as part of adjusting
to the situation and conditions during the pandemic.
One of the
important points of the six new policies is the implementation of learning from
home. The learning from home policy has provisions including;
1)
Learning
from Home via online/distance learning is implemented to provide a meaningful
learning experience for students, without being burdened by the demands of
completing all curriculum achievements for grade promotion or graduation;
2)
Learning
from Home can focus on life skills education, including regarding the Covid-19
pandemic;
3)
Learning
from Home learning activities and tasks can vary between students, according to
their individual interests and conditions, including considering gaps in
access/learning facilities at home;
4)
Evidence
or products of Learning from Home activities are provided with good qualitative
and useful feedback from the teacher, without being required to provide
quantitative scores (Minister of Education and Culture of the Republic of
Indonesia, 2020).
The online
learning policy recommended by the government is not without reason, the
government has considered online learning to be an appropriate learning
solution during the pandemic. Apart from that, there are considerations in
terms of the usefulness of choosing online learning. Online learning has
several advantages, namely overcoming distance and time issues, encouraging an
active learning attitude, building a new learning atmosphere, making it easier
to update teaching materials for teacher educators, accommodating various
learning styles, and increasing opportunities for learning. for students by
offering virtual experiences and tools that save them time, allowing them to
learn further (Sari, 2015). From this study, looking at the provisions for learning from
home that have been stipulated by the minister of education and culture,
educators must ensure that teaching and learning activities continue, even
without face-to-face contact with students. Therefore, learning is carried out
through various platforms such as Zoom, Google Classroom, Google Meet, WhatsApp
group, learning management system (LMS), and others which are developments of
the internet.
The development of the internet is a manifestation
of digital literacy, namely the use of technology, information and
communication devices in accessing, creating and distributing information.
Apart from that, digital literacy isa concept that
does not only focus on skills in mastering technology in the form of digital media, communication tools, or networks, but also the
ability to take full responsibility in digital media.Digital literacy
does not only focus on one aspect of knowledge, such as the ability to map,
identify, process and use digital information wisely, intelligently,
accurately, precisely and in accordance with norms.
In the case of accounting students,
especially the class of 2020, 2022 will be the first time they will conduct
face-to-face lectures directly in class. The class of 2020 was exposed to
government policy for approximately four semesters following the home learning
policy which required them to study independently. Of course, they are required
to be able to take advantage of internet developments to meet their needs in
the learning process. Various learning platforms are carried out either through
LMS Universitas Djuanda Center of Online Learning (Unida COOL), zoom, google
meet, google classroom, and whatsapp group.
In learning activities, students receive
various forms of assignments that require them to find out what to do. For
example, when you get an assignment to make an individual presentation video
about certain material and upload it on social media such as YouTube. Of
course, they learn and even practice directly, starting from preparing the
material presented by reading and making a short description to present it, to
how to make an interesting video. In this activity, students can not only
complete assignments, but in this way they can hone their critical thinking and
creative thinking skills by generating ideas from what they have learned.
Various software or tools to support these tasks are studied in order to
complete tasks such as using (1) search engines in the form of Google and
Google Scholar, (2) digital libraries in the form of e-books, via i-Pusnas, and
searching for sources on digital library websites which are spread on the
internet, (3) the use of design applications in the form of photo grid, canva, video maker, and photoshop, as well(4) use of social
media in the form of YouTube,Tik Tok, Facebook, Instagram, (5) operating
Microsoft Office in the form of Microsoft Word, Excel, and PowerPoint. More
briefly, see Chart 1.
Figure
1 Digital Literacy Capabilities
By having good
digital literacy skills, accounting students can complete their assignments,
have interesting and good ideas, learn things they haven't learned or hone
their non-academic skills, they can even be more critical and creative in
think. These abilities were tested when in face-to-face meetings in class, they
discussed each subject very actively and enthusiastically, not monotonously and
very interesting. In the discussion activities which lasted for eight meetings,
they were able to ask about a problem that had not been expressed or explained
by the presenter, even in the paper they wrote there were examples of problems
related to the material that required analysis from various reference sources
and they were able to synthesize a theory. from the sources referred to. This
shows that critical thinking skills are directly and concretely honed through
digital literacy which during learning from home during the pandemic is always
trained.
Apart from
that, in the discussions held, students were able to think creatively. For
example, students as presenters can answer correctly and completely along with
explanations or examples. There are also those who can answer or give their
opinions based on their own point of view according to the topic being
discussed. The discussion ended with conclusions obtained from the series of
discussions that had been carried out (see chart 2).
Figure
2. Discussion Activities
Based on chart 2, the description of discussion
activities in numbers 1 and 2 includes students' critical thinking abilities,
whole numbers 3, 4 and 5 include students' creative thinking abilities. In this
way, a certain pattern can be created between the digital literacy, critical
thinking skills and creative thinking skills of accounting students from the
class of 2020 (see Chart 3).
Figure
3. Patterns of Critical Ability and Creative Thinking Based on Digital Literacy
Digital literacy
skills (see chart 1) show that critical thinking skills and creative thinking
skills are included in the benefits obtained if someone has good digital
literacy. The results of this research support the theory of (Hague & Payton,
2010) which states that a person's critical thinking
abilities and creative thinking abilities are included in the eight components
of digital literacy. Therefore, the results of this research have also answered
the research objectives by finding patterns of critical thinking and creative
thinking skills based on digital literacy.
CONCLUSION
Digital literacy is needed in the use of
technology. One component in the learning and academic environment is digital
literacy. In practice, digital literacy is really needed by every individual,
not just students. Based on the research results,There are patterns that show
that critical thinking skills and creative thinking skills are included in the
8 (eight) components of digital literacy so these patterns are the novelty in
this research. These patterns show a cause and effect relationship from having
digital literacy skills. There are suggestions that can be given so that society
can further improve digital literacy so that further research needs to be
carried out regarding digital literacy, especially for teachers in elementary
schools.
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