Digital Competence: A Study from the Prospective Biology Teachers in Papua

Authors

DOI:

10.29303/jppipa.v10i4.5055

Published:

2024-04-25

Issue:

Vol. 10 No. 4 (2024): April

Keywords:

Digital competence, ICT, Papua, Prospective biology teachers

Research Articles

Downloads

How to Cite

Nurbaya. (2024). Digital Competence: A Study from the Prospective Biology Teachers in Papua. Jurnal Penelitian Pendidikan IPA, 10(4), 1486–1494. https://doi.org/10.29303/jppipa.v10i4.5055

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

As a professional teacher candidate in the 21st century, prospective biology teachers have to master ICT-based learning. The ability to integrate ICT in the teaching and learning process is called digital competence. This study aims to analyze the digital competence of prospective biology teachers through working on video projects in molecular biology courses. By using mixed methods (quantitative and qualitative research), this research was carried out on 2nd semester biology students who were the subject of the study, accounting for 35 students. Questionnaires, observations and interviews are the data collection techniques used. Quantitative data were obtained from questionnaire scores while for qualitative data obtained from observations and interviews. Research data were analyzed using descriptive statistical analysis. The results of the study show that the digital competence of prospective biology teachers for information and communication skills are in the high category. The dimensions of content-creation and problem solving are in the medium category, and safety is in the low category

References

Aguaded, I. (2014). From infoxication to the right to communicate. Comunicar, 21(42), 07–08. https://doi.org/10.3916/C42-2014-a1

Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171. https://doi.org/10.1016/j.compedu.2017.04.006

Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48. https://doi.org/10.1186/s41239-018-0130-1

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327

Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Digital Competence Framework for Educators «DigCompEdu». Translation and adaptation of «DigCompEdu Check-In»questionnaire. EDMETIC, 9(1), 213–234. https://doi.org/10.21071/edmetic.v9i1.12462

Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2022). Mediation Models Predicting the Level of Digital Competence of 12-14 Year Old Schoolchildren in the Area of Digital Problem Solving. Journal of New Approaches in Educational Research, 11(2), 165. https://doi.org/10.7821/naer.2022.7.789

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. Publications Office of the European Union. https://doi.org/https://doi.org/10.2760/38842

Çebi, A., & Reisoğlu, İ. (2019). A Training Event To Develop The Digital Qualifications Of Teacher Candidates: Opinions Of Teachers In Bit And Other Branches [Yeterliklerinin Geliştirilmesine Yönelik Bir Eğitim Etkinliği: Böte Ve Diğer Branşlardaki Öğretmen Adaylarinin Görüşleri]. Eğitim Teknolojisi Kuram ve Uygulama, 9(2), 539–565. https://doi.org/10.17943/etku.562663

Çebi, A., & Reisoğlu, İ. (2020). Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294. https://doi.org/10.7821/naer.2020.7.583

Espejo Villar, L. B., Lázaro Herrero, L., & Álvarez López, G. (2022). UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain. Journal of New Approaches in Educational Research, 11(1), 15. https://doi.org/10.7821/naer.2022.1.812

Esteve-Mon, F. M., Llopis, M. Á., & Adell-Segura, J. (2020). Digital Competence and Computational Thinking of Student Teachers. International Journal of Emerging Technologies in Learning (IJET), 15(02), 29. https://doi.org/10.3991/ijet.v15i02.11588

Fernández-Morante, C., Cebreiro López, B., Casal-Otero, L., & Mareque León, F. (2023). Teachers’ Digital Competence. The Case of the University System of Galicia. Journal of New Approaches in Educational Research, 12(1), 62. https://doi.org/10.7821/naer.2023.1.1139

Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Luxembourg: Publications Office of the European Union. Retrieved from https://ifap.ru/library/book522.pdf

Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: Publications Office of the European Union. https://doi.org/10.2788/52966

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for life in a digital age the IEA international computer and information literacy study international report. Melbourne: Australian Council for Educational Research (ACER). Retrieved from https://link.springer.com/book/10.1007/978-3-319-14222-7

Guillen Gamez, F. D., & Mayorga-Fernández, M. J. (2022). Measuring Rural Teachers’ Digital Competence to Communicate with the Educational Community. Journal of New Approaches in Educational Research, 11(2), 323. https://doi.org/10.7821/naer.2022.7.1053

Gutiérrez Porlán, I., & Serrano Sánchez, J. L. (2016). Evaluation and Development of Digital Competence in Future Primary School Teachers at the University of Murcia. Journal of New Approaches in Educational Research, 6(1), 51–56. https://doi.org/10.7821/naer.2016.1.152

Hinojo-Lucena, F.-J., Aznar-Diaz, I., Caceres-Reche, M.-P., Trujillo-Torres, J.-M., & Romero-Rodriguez, J.-M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752. https://doi.org/10.1109/ACCESS.2019.2957438

Hortigüela-Alcalá, D., Pérez-Pueyo, Á., López-Aguado, M., Manso-Ayuso, J., & Fernández-Río, J. (2020). Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento. Revista Internacional de Educación Para La Justicia Social, 9(3), 353–370. https://doi.org/10.15366/riejs2020.9.3.019

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4

Infante-Moro, A., Infante-Moro, J. C., & Gallardo-Pérez, J. (2022). Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic. Journal of New Approaches in Educational Research, 11(2), 277. https://doi.org/10.7821/naer.2022.7.1002

Infante-Moro, A., Infante-Moro, J.-C., & Gallardo-Pérez, J. (2019). The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva. Journal of New Approaches in Educational Research, 8(2), 201. https://doi.org/10.7821/naer.2019.7.434

Kareem, A. A. (2018). The use of Multimedia in Teaching Biology and Its Impact on Students’ Learning Outcomes. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 157–165. Retrieved from http://www.epess.net/en/pub/issue/38900/457937

Keskin, İ., & Yazar, T. (2015). Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills. International Journal of Human Sciences, 12(2), 1691. https://doi.org/10.14687/ijhs.v12i2.3503

Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3), 257–274. https://doi.org/10.1080/03075070500095689

Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper Secondary School Teachers’ Digital Competence: Analysed by Demographic, Personal and Professional Characteristics. Nordic Journal of Digital Literacy, 11(3), 143–164. https://doi.org/10.18261/issn.1891-943x-2016-03-02

Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004

Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

Nurbaya, N. (2023). Identifying Prospective Biology Teachers’ Digital Literacy Competence at Cenderawasih University. Jurnal Penelitian Pendidikan IPA, 9(11), 10051–10058. https://doi.org/10.29303/jppipa.v9i11.4908

O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415. https://doi.org/10.1007/s10639-015-9451-z

OECD. (2010). Effective Teacher Policies (Insights from PISA). OECD Publishing. https://doi.org/10.1787/9789264301603-en

Parmin, & Savitri, E. N. (2022). Prospective Science Teachers’ Skills in Exploring Reference Sources of Scientific Articles through Science Education Research Methodology Course. JPI (Jurnal Pendidikan Indonesia), 11(3), 382–388. https://doi.org/10.23887/jpiundiksha.v11i3.51513

Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39. https://doi.org/10.1017/S0958344011000279

Pieterse, E. (2018). A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College. Communications in Information Literacy, 12(2), 107–127. https://doi.org/10.15760/comminfolit.2018.12.2.4

Riduan, R., & Akdon, A. (2006). Rumus dan data dalam aplikasi statistika untuk penelitian. Bandung: Alfabeta.

Rodríguez-Hoyos, C., Fueyo Gutiérrez, A., & Hevia Artime, I. (2021). The digital skills of teachers for innovating in university teaching [Competencias digitales del profesorado para innovar en la docencia universitaria]. Pixel-Bit, Revista de Medios y Educación, 61, 71–97. https://doi.org/10.12795/pixelbit.86305

Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014

Rusydiyah, E. F., Purwati, E., & Prabowo, A. (2020). How To Use Digital Literacy As A Learning Resource For Teacher Candidates In Indonesia. Jurnal Cakrawala Pendidikan, 39(2), 305–318. https://doi.org/10.21831/cp.v39i2.30551

Salcines-Talledo, I., González-Fernández, N., & Briones, E. (2020). The Smartphone as a Pedagogic Tool. Student Profiles as related to its Use and Knowledge. Journal of New Approaches in Educational Research, 9(1), 91–109. https://doi.org/10.7821/naer.2020.1.454

Sanni, K. T., & Emeke, E. A. (2017). Direct And Indirect Effects Of Personality Type And Learning Style Preferences On Students’ Achievement In Senior Secondary School Biology In Osun State, Nigeria. European Journal of Education Stu, 3(11), 825–839. http://dx.doi.org/10.46827/ejes.v0i0.1325

Sudaryono. (2017). Metode penelitian. Depok : Raja Grafindo Persada.

Taiwo, S. K., & Emeke, E. A. (2014). Relationship among learning style preference, gender, age and students’ achievement in senior secondary school biology. West African Journal of Education.

Tan, B. S., & Wong, S. L. (2020). Learning principles of accounting in ICT-supported learning environments of Malaysian secondary schools: future-oriented approach. Research and Practice in Technology Enhanced Learning, 15(1), 11. https://doi.org/10.1186/s41039-020-00128-6

Thompson, P. (2015). How digital native learners describe themselves. Education and Information Technologies, 20(3), 467–484. https://doi.org/10.1007/s10639-013-9295-3

Tømte, C., Enochsson, A.-B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26–35. https://doi.org/10.1016/j.compedu.2015.01.005

Vila-Counago, E., Regueira, U., & Pernas-Morado, E. (2020). The Safety Area of Digital Competence: A Mixed Method Study in Galician Primary Education Students. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 389–398. https://doi.org/10.1109/RITA.2020.3033218

Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Publication Office of the European Union. https://doi.org/10.2791/11517

Weidlich, J., & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1–21. https://doi.org/10.1080/02619768.2023.2243645

Xiang, H., Coleman, S., Johannsson, M., & Bates, R. (2014). Workplace Stress and Job Satisfaction among Biologics Development Professionals. Health, 06(14), 1790–1802. https://doi.org/10.4236/health.2014.614211

Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212

Zhao, Y., Pinto Llorente, A. M., Sánchez Gómez, M. C., & Zhao, L. (2021). The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University. Sustainability, 13(8), 4163. https://doi.org/10.3390/su13084163

Author Biography

Nurbaya, Universitas Cenderawasih

License

Copyright (c) 2024 Nurbaya

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).