The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy
Abstract
The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.
References
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Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content. Computers & Education, 152, 103859. doi:https://doi.org/10.1016/j.compedu.2020.103859
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Romero-Rodríguez, J. M.-D.-M.-C.-J. (2020). Impact of problematic smartphone use and Instagram use intensity on self-esteem with university students from physical education. International Journal of Environmental Research and Public Health, 17(12), 4336.
Rubenstein, L. D. (2019). Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking. Thinking Skills and Creativity, 34, 100556. doi:https://doi.org/10.1016/j.tsc.2019.02.004
Santos, H. B. (2019). Digital transformation in higher education: the use of communication technologies by students. Procedia Computer Science, 164, 123-130. doi:https://doi.org/10.1016/j.procs.2019.12.163
Sari, A. C. (2019). Interactive gamification learning media application for blind children using android smartphone in Indonesia. Procedia Computer Science, 157, 589-595.
Satriawan, M. R. (2020). Physics learning based contextual problems to enhance students’ creative thinking skills in fluid topic. Journal of Physics: Conference Series (p. 022036). IOP Publishing.
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Suwarto, D. H. (2022). Developing digital literacy practices in Yogyakarta elementary schools. Electronic Journal of e-Learning, 20(2), 101-111.
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Van Hooijdonk, M. M. (2023). Creative problem solving in primary school students. Learning and Instruction, 88, 101823. doi:https://doi.org/10.1016/j.learninstruc.2023.101823
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Alakrash, H. M. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), 12304.
Albó, L. H.-L. (2019). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher education. Behaviour & Information Technology, 38(6), 637-649.
Ali, A. R. (2023). Validated digital literacy measures for populations with low levels of internet experiences. Development Engineering, 8, 100107. doi:https://doi.org/10.1016/j.deveng.2023.100107
Alt, D. &. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 101561. doi:https://doi.org/10.1016/j.ijer.2020.101561
Audrin, C. &. (2023). Key factors in digital literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies, 27(6), 7395-7419.
Baihaqi, H. K. (2022). Development of Physics E-book Based on Technological Pedagogical Content Knowledge (TPACK) on Thermodynamic Laws Topic. Jurnal Pendidikan Fisika Indonesia, 18(1), 67-74. doi: https://doi.org/10.15294/jpfi.v18i1.28924
Beda, Z. S. (2020). Creativity on demand–Hacking into creative problem solving. NeuroImage, 216, 116867. doi:https://doi.org/10.1016/j.neuroimage.2020.116867
Chou, S. F. (2019). Effect of creative problem-solving teaching on the sustainable service innovation literacy of undergraduate hospitality students. Journal of Hospitality, Leisure, Sport & Tourism Education, 24, 190-201. doi:https://doi.org/10.1016/j.jhlste.2019.03.004
Cohen, J. (2013). Statistical power analysis for the behavioral sciences (11 ed.). London: Academic press.
Daryanes, F. D. (2023). The development of articulate storyline interactive learning media based on case methods to train student's problem-solving ability. Heliyon, 9(4), e15082. doi:https://doi.org/10.1016/j.heliyon.2023.e15082
Dewi, G. A. (2019). The needs analysis on module development based on creative problem solving method to improve students’ problem solving ability. Journal of Physics: Conference Series. 1153, p. 012129. IOP Publishing.
Fauziah, M. M. (2020). The Effect of Thinking Actively in a Social Context and Creative Problemsolving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient. European Journal of Educational Research, 9(2), 537-568.
Greenhow, C. &. (2020). Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency. Information and Learning Sciences, 121(5/6), 341-352.
Gu, M. M. (2023). Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective. Linguistics and Education, 77, 101226. doi:https://doi.org/10.1016/j.linged.2023.101226
Gudmundsdottir, G. B. (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education, 152, 103877. doi:https://doi.org/10.1016/j.compedu.2020.103877
Haruna, H. Z. (2021). Improving instruction and sexual health literacy with serious games and gamification interventions: an outlook to students’ learning outcomes and gender differences. Interactive Learning Environments, 1-19. doi:https://doi.org/10.1080/10494820.2021.1888754
Jamalai, M. &. (2021). Fostering 21st century skills using an online discussion forum in an English for specific purpose course. Malaysian Journal of Learning and Instruction, 18(1), 219-240.
Johanson, L. B. (2022). Competence in Digital Interaction and Communication—A Study of First-Year Preservice Teachers’ Competence in Digital Interaction and Communication at the Start of Their Teacher Education. The Teacher Educator, 58(3), 270-288. doi:https://doi.org/10.1080/08878730.2022.2122095
Kacetl, J. &. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 179.
Katz, A. &.-Y. (2021). From classrooms to zoom rooms: Preserving effective communication in distance education. Journal of Information Technology Case and Application Research, 23(3), 173-212. doi:https://doi.org/10.1080/15228053.2021.1922248
Kerkhoff, S. N. (2022). Professional development on digital literacy and transformative teaching in a low‐income country: A case study of rural Kenya. Reading Research Quarterly, 57(1), 287-305. doi: https://doi.org/10.1002/rrq.392
Maielfi, D. (2021). Need Analysis for Physics E-Module Based on Creative Problem Solving Integrated 21st Century Skills. Journal of Physics: Conference Series. 1940, p. 012110. IOP Publishing.
Min, H. J. (2021). Development of a smartphone-based lateral-flow imaging system using machine-learning classifiers for detection of Salmonella spp. Journal of Microbiological Methods, 188, 106288. doi:https://doi.org/10.1016/j.mimet.2021.106288
Mushroor, S. H. (2020). The impact of smart phones and mobile devices on human health and life. International Journal of Community Medicine and Public Health, 1, 9-15. doi:http://dx.doi.org/10.18203/2394-6040.ijcmph20195825
Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95.
Nasreen, S. C. (2022). Effectiveness of COVID-19 vaccines against symptomatic SARS-CoV-2 infection and severe outcomes with variants of concern in Ontario. Nature microbiology, 7(3), 379–385. doi:https://doi.org/10.1038/s41564-021-01053-0
Pahlawan, R. I. (2021). Developing an Interactive Digital Handout for Momentum and Impulse Material Physics in High Schools. Journal of Education Technology, 5(1), 137-144.
Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content. Computers & Education, 152, 103859. doi:https://doi.org/10.1016/j.compedu.2020.103859
Puspitasari, R. &. (2021). Conditions of learning physics and students’ understanding of the concept of motion during the covid-19 pandemic. Journal of Physics: Conference Series (p. 012045). IOP Publishing.
Rahayu, S. S. (2022). The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning. Jurnal Pendidikan IPA Indonesia, 11(4).
Raichel, N., & Alt, D. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 101561. doi:https://doi.org/10.1016/j.ijer.2020.101561
Reddy, P. S. (2020). Digital literacy: A review of literature. International Journal of Technoethics (IJT), 11(2), 65-94. doi:10.4018/IJT.20200701.oa1
Romero-Rodríguez, J. M.-D.-M.-C.-J. (2020). Impact of problematic smartphone use and Instagram use intensity on self-esteem with university students from physical education. International Journal of Environmental Research and Public Health, 17(12), 4336.
Rubenstein, L. D. (2019). Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking. Thinking Skills and Creativity, 34, 100556. doi:https://doi.org/10.1016/j.tsc.2019.02.004
Santos, H. B. (2019). Digital transformation in higher education: the use of communication technologies by students. Procedia Computer Science, 164, 123-130. doi:https://doi.org/10.1016/j.procs.2019.12.163
Sari, A. C. (2019). Interactive gamification learning media application for blind children using android smartphone in Indonesia. Procedia Computer Science, 157, 589-595.
Satriawan, M. R. (2020). Physics learning based contextual problems to enhance students’ creative thinking skills in fluid topic. Journal of Physics: Conference Series (p. 022036). IOP Publishing.
Shabani, A. &. (2022). Media literacy and the credibility evaluation of social media information: Students’ use of Instagram, WhatsApp and Telegram. Global Knowledge, Memory and Communication, 71(6/7), 413-431. doi:https://doi.org/10.1108/GKMC-02-2021-0029
Silva, P. G. (2021). istance learning during social seclusion by COVID‐19: improving the quality of life of undergraduate dentistry students. European Journal of Dental Education, 25(1), 124-134.
Solong, N. P. (2021). Manajemen Pembelajaran Luring dan Daring Dalam Pencapaian Kompetensi. Tadbir: Jurnal Manajemen Pendidikan Islam, 9(1), 19-32. doi:https://doi.org/10.30603/tjmpi.v9i1.2064
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. ALFABETA.
Sukarno, S. &. (2020). The Effect of Students Metacognition and Digital Literacy in Virtual Lectures During the Covid-19 Pandemic on Achievement in the Methods and Strategies on Physics Learning. Jurnal Pendidikan IPA Indonesia, 9(4), 477-488.
Sukmadewi, A. G. (2023). Development of Mobile Learning Based E-Module to Improve Concept Understanding and Interest Learning X Class Student in Momentum and Impulse. Jurnal Penelitian Pendidikan IPA, 9(8), 5914-5920.
Suwarto, D. H. (2022). Developing digital literacy practices in Yogyakarta elementary schools. Electronic Journal of e-Learning, 20(2), 101-111.
Syafril, S. L. (2021). Hybrid learning on problem-solving abiities in physics learning: A literature review. Journal of Physics: Conference Series, 1796, p. 012021. doi:10.1088/1742-6596/1796/1/012021
Tan, H. C. (2019). Using a structured collaborative learning approach in a case-based management accounting course. Journal of Accounting education, 49, 100638. doi:https://doi.org/10.1016/j.jaccedu.2019.100638
Taskin, B. &. (2022). Impact of digital literacy and problematic smartphone use on life satisfaction: Comparing pre-and post-covid-19 pandemic. European Journal of Investigation in Health, Psychology and Education, 12(9), 1311-1322.
Tifferet, S. (2019). Tifferet, S. (2019). Gender differences in privacy tendencies on social network sites: A meta-analysis. Computers in Human Behavior, 93, 1-12. doi:https://doi.org/10.1016/j.chb.2018.11.046
Torous, J. W. (2019). Creating a digital health smartphone app and digital phenotyping platform for mental health and diverse healthcare needs: an interdisciplinary and collaborative approach. Journal of Technology in Behavioral Science, 4, 73-85.
Treffinger, D. J.-D. (2023). Creative problem solving: An introduction (4 ed.). New York: Routledge.
UNESCO. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. UNESCO Institute for Statistics.
Urien, B. E.-G. (2019). WhatsApp usefulness as a communication tool in an educational context. Education and Information Technologies, 24, 2585-2602.
Van Hooijdonk, M. M. (2023). Creative problem solving in primary school students. Learning and Instruction, 88, 101823. doi:https://doi.org/10.1016/j.learninstruc.2023.101823
Van Laar, E. V. (2020). Measuring the levels of 21st-century digital skills among professionals working within the creative industries: A performance-based approach. Poetics, 81, 101434. doi:https://doi.org/10.1016/j.poetic.2020.101434
Voňková, H. Č. (2019). The Application of Anchoring Vignettes in the Analysis of Self-assessment of ICT Skills: A Pilot Study Among Czech Secondary School Students. Empowering Students for Life in the Digital Age: IFIP TC 3 Open Conference on Computers in Education, OCCE 2018 (pp. 243-252). Linz, Austria: Springer International Publishing.
Yuen, S. &. (2023). Instagram and social capital: youth activism in a networked movement. Social Movement Studies, 22(5-6), 706-727. doi:https://doi.org/10.1080/14742837.2021.2011189
Authors
Nuraeni, A., & Rosana, D. (2023). The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students’ digital literacy. Journal of Environment and Sustainability Education, 1(2), 50–63. https://doi.org/10.62672/joease.v1i2.17
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