Students’ perceptions of information and communication technology (ICT)-based literacy learning needs in higher education
DOI:
https://doi.org/10.36681/Keywords:
ICT readiness, target need, literacy learning needAbstract
This paper presents a needs analysis with regard to ICT-based literacy development. This needs analysis consists of three aspects: ICT readiness, target needs, and learning needs, which are related to literacy acquisition. This paper discusses how advanced student readiness in using ICT, target needs, and learning needs in higher education is using student teachers as subjects. Data were collected using a survey, which was administered to 140 students at the primary school teacher education programme of two universities of Pekanbaru in Indonesia. During the process of learning activities, students used the Indonesian language as their communicative language. Based on the result of the need analysis of the ICT, students need access to the internet facilitated by the campus. In addition, not only is the lecturer required to provide tasks that encourage the use of ICT as a learning resource frequently but students also need to develop their interests such as participating in training programs. In the target needs, it was found that literacy skill is needed by students as it is an essential competence, but in the learning implementation, they expect to use varied learning, learning media, and appropriate strategies to read comprehensively. In the learning needs, the result indicates that students need to determine the objective of increasing advanced literacy skills, the lecturer as a role model, and the lecturer as a learning resource so that the students can learn based on the instruction and teaching and learning contract.
Downloads
References
Afrilyasanti, R., Basthomi, Y., Zen, E. L., & Fauziah, H. (2023). Addressing ınformation overload in smart environment: framework for critical media literacy ıntegration in EFL context. Educational Media International, 60(1), 31-47. https://doi.org/10.1080/09523987.2023.2183572.
Aka, K. A. (2020). Instrumen analisis kebutuhan pemanfaatan TIK di sekolah dasar. ELSE (Elementary School Education Journal):Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 1(2), 1–9.
Alhabshi, W., & Abdelaziz, H. A. (2022). Developing a multimodal ınteractive learning environment to enhance the reading comprehension of grade 4 students in the UAE public schools. International Journal of Learning, Teaching and Educational Research, 21(1), 231–255. https://doi.org/https://doi.org/10.26803/ijlter.21.1.14
Alharbi, H. M., Jalil, H. A., Omar, M. K., & Puad, M. H. M. (2023). Levels of Madrasati (M) LMS utilization among teachers. World Journal on Educational Technology: Current Issues, 12(2), 169–182. https://doi.org/https://doi.org/10.18844/wjet.v15i2.7471
Anuar, N., Muhammad, A. M., & Awang, Z. (2023). Development and validation of critical reading ıntention scale (crıs) for university students using exploratory and confirmatory factor analysis. Asian Journal of University Education (AJUE), 19(1), 39–52. https://doi.org/https://doi.org/10.24191/ajue.v19i1.21231
Anwas, E. O. M., Afriansyah, A., Iftitah, K. N., Firdaus, W., Sugiarti, Y., Sopandi, E., & Deni Hediana. (2022). Students’ literacy skills and quality of textbooks in ındonesian elementary schools. International Journal of Language Education, 6(3), 233–244. https://doi.org/https://doi.org/10.26858/ijole.v6i3.32756
Armiyati, L., & Fachrurozi, M. H. (2022). Technological pedagogical content knowledge (TPACK) mahasiswa calon guru di Tasikmalaya. JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 9(2), 164–176. https://doi.org/DOI:https://doi.org/10.21831/jipsindo.v9i2.52050
Cavus, N., Omonayajo, B., & Mutizwa, M. R. (2022). Technology acceptance model and learning management systems: systematic literature review. IJIM, 16(23), 109–124. https://doi.org/https://doi.org/10.3991/ijim.v16i23.36223.
Çil, E. (2022). Pre-school teachers’ change of perceptions of engineering through a professional development experience. Journal of Turkish Science Education, 19(3), 718-739. DOI: 10.36681/tused.2022.146.
Chernbumroong, S., Thongthip, P., Puritat, K., Jansukpum, K., & Julrode, P. (2023). The effect of pre-class online video on improving knowledge retention and motivation. World Journal on Educational Technology: Current Issues, 15(1), 28–42. https://doi.org/https://doi.org/10.18844/wjet.v15i1.7806
Condie, C., & Pomerantz, F. (2020). Elementary students’ literacy opportunities in an age of accountability and standards: Implications for teacher educators. Journal: Teaching and Teacher Education, 10(3), 20–50. https://doi.org/https://doi.org/10.1016/j.tate.2020.103058
Damaianti, V. S., Abidin, Y., & Rahma, R. (2020). Higher order thinking skills-based reading literacy assessment instrument: An Indonesian context. Indonesian Journal of Applied Linguistics, 10(2), 513–525. https://doi.org/https://doi.org/10.17509/ijal.v10i2.28600.
Demirezer, Ö. & İlkörücüi Ş. (2023). The Effects of Web 2. 0 Tools on seventh-grade students' academic achievement, visual literacy and spatial visualization. Journal of Turkish Science Education, 20(4), 619- 631. DOI: 10.36681/tused.2023.036.
Dirjen. (2020). Menumbuhkan budaya literasi di sekolah. Jakarta Kementerian Pendidikan dan Kebudayaan.
Fauzan, Eriyanti, R. W., & Asih, R. A. (2023). Misconception of reading literacy and its impacts on literacy acculturation in school. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 42(1), 208–219. https://doi.org/https://doi.org/10.21831/cp.v42i1.53041.
Greenleaf, C. L., Litman, C., & Jones, B. (2010). Integrating literacy and science in biology: teaching and learning ımpacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647–717. https://doi.org/https://doi.org/10.3102%2F0002831210384839.
Guo, L., Jafri, M., Williams, P. J., & Wang, C. (2022). Students' sense-making in technology-enhanced ınteractive environments. Educational Media International, 59(4), 267-287. https://doi.org/10.1080/09523987.2022.2153991.
Hadi, W., Yuksafa, R., Yarmi, G., Safitri, D., Lestari, I., Suntari, Y., Umasih, U., Marini, A., Sudrajat, A., & Iskandar, R. (2022). Enhancement of students’ learning outcomes through ınteractive multimedia. IJIM, 16(7), 82–98. https://doi.org/https://doi.org/10.3991/ijim.v16i07.25825.
Hanin, N. H., & Islamy, M. I. (2020). Reading literacy movement in elementary school. AL-MUDARRIS : Journal of Education, 3(1), 93–104. https://doi.org/DOI: 10.32478/al-mudarris.v3i1.418.
Hobbs, R., Moen, M., Tang, R., & Steager, P. (2022). Measuring the ımplementation of media literacy statewide: a validation study. Educational Media International, 59(3), 189-208. https://doi.org/10.1080/09523987.2022.2136083.
Hutchinson, T., & Waterrs, A. (1987). English For Specific Purposes. Cambridge University Press.
Kargin, T., Güldenoğlu, İ. B., & Gengec, H. (2023). The role of early literacy skills in beginning to read in turkish: longitudinal findings from first graders. Participatory Educational Research (PER), 10(2), 26–42. https://doi.org/http://dx.doi.org/10.17275/per.23.27.10.2.
Kamble, A., Golhar, D., & Kalkar, P. (2022). Technology acceptance for online teaching-learning: perspectives of teachers from higher education in India. Educational Media International, 59(4), 324-340. https://doi.org/10.1080/09523987.2022.2153989.
Kurniaman, O., Firdaus, L. N., Hadriana, H., & Sumarno, S. (2022). The use of technology ın learning to read: a literature review. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11(5), 1407–1419. https://doi.org/http://dx.doi.org/10.33578/jpfkip.v11i5.9047.
Kurniaman, O., Mulyani, E. A., Noviana, E., Sari, I. K., Permana, D., Irnanda, E., & Nanda, D. W. (2022). Development of study room blog in learning reading literacy in elementary school. Al-Ishlah: Jurnal Pendidikan, 14(2), 1815–1826. https://doi.org/10.35445/alishlah.v14i1.1896.
Kurniaman, O., Noviana, E., Pratiwi, S. A., Maharani, D. S., & Afendi, N. (2020). The effect of smartphone on student emotions. International Journal Of Scientific & Technology Research, 9(1), 138–141.
Kurniawan, A. T., Juanda, S., & Rahman, I. N. (2021). Implementing school literature movement (SLM) to strengthen students’ character values. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 10(5), 1377–1387. https://doi.org/DOI: http://dx.doi.org/10.33578/jpfkip.v10i5.8408.
Laksono, K., & Retnaningdyah, P. (2018). Literacy ınfrastructure, access to books, and the ımplementation of the school literacy movement in primary schools in Indonesia. IOP Conference Series: Materials Science and Engineering, 296(1), 1–9. https://doi.org/https://doi.org/10.1088/1757-899X/296/1/012045.
Listanto, V., & Firmansyah, N. (2022). The trend of library development in ındonesia and the effects on literacy skills in schools. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 508–520. https://doi.org/doi: https://doi.org/10.33394/jk.v8i3.5643.
Luyten, H. (2022). The global rise of online chatting and its adverse effect on reading literacy. Studies in Educational Evaluation, 72(101101), 1–7. https://doi.org/https://doi.org/10.1016/j.stueduc.2021.101101.
Macalister, J., & Nation, I. S. P. (2010). Language Curriculum Design. Routledge Taylor Francis Group.
Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y., Umasih, Sudrajat, A., & Iskandar, R. (2022). Mobile augmented reality learning media with metaverse to ımprove student learning outcomes in science class. IJIM, 16(7), 99–115. https://doi.org/https://doi.org/10.3991/ijim.v16i07.25727.
Mirizon, S., Vianty, M., Rosmalina, I., & Erlina, E. (2021). Secondary school students’ English literacy achievement based on PISA reading literacy test 2009. Englisia: Journal of Language, Education, and Humanities, 9(1), 165–182. https://doi.org/https://doi.org/10.22373/ej.v9i1.10492.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.
N.E.A., Al Muhdhar, M.H.I., Sari, M.S., & Balqis. (2023). Relationship between critical and creative thinking skills and learning achievement in biology with reference to educational level and gender. Journal of Turkish Science Education, 20(1), 66-83.
Negoro, R. A., Rusilowati, A., & Aji, M. P. (2023). Scratch-assisted waves teaching materials: ICT literacy and students’ critical thinking skills. Journal of Turkish Science Education, 20(1), 189–210. https://doi.org/10.36681/tused.2023.011.
Ng, L., & Graham, S. (2017). Engaging readers in the twenty-first century: what we know and need to know more. Springer, 106, 17–46. https://doi.org/https://doi.org/10.1007/978-981-10- 4331-4_2.
Pinto, M. (2020). Digital technologies in support of students learning in higher education: literature review. In Digital Education Review, 37, 343–360. https://doi.org/10.1344/DER.2020.37.343-360.
Prabowo, A., Suparman, S., Li, C. S., Janan, D., & Damayanti, T. D. (2023). The effect of reading literacy to mathematics comprehension of elementary school students in Indonesia and Malaysia. International Journal of Evaluation and Research in Education (IJERE), 12(1), 546–554. https://doi.org/10.11591/ijere.v12i1.25714.
Pradana, F. A. P. (2020). Pengaruh budaya literasi sekolah melalui pemanfaatan sudut baca terhadap minat membaca siswa di sekolah dasar. Jurnal Pendidikan Dan Konseling, 2(1), 81–85.
Pratama, C. A., Erlangga, G., Muhtarom, H., Aditya, Andriani, P., & Suswandari. (2023). Understanding of sex education literacy: a case study of fourth and fifth-grade students at azzahro school tangerang. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(2), 336–344. https://doi.org/DOI:http://dx.doi.org/10.33578/jpfkip.v12i2.9133.
Razak, H. M., Razak, N. A., & Krish, P. (2022). Enhancing students’ digital literacy at EFL classroom: Strategies of teachers and school administrators. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(3), 653–664. https://doi.org/https://doi.org/10.21831/cp.v41i3.43107.
Reddy, P., Chaudhary, K., & Hussein, S. (2023a). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9, 1–16. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e14878.
Reddy, P., Chaudhary, K., & Hussein, S. (2023b). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(e14878), 1–16. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e14878.
Reder, S., & Davila, E. (2005). Context and literacy practices. Annual Review of Applied Linguistics, 25, 170–187.
Rigianti, H. A. (2023). The concept of differentiated learning: elementary school learning diversity solution. Jurnal PAJAR (Pendidikan Dan Pengajaran), 7(2), 285–298. https://doi.org/http://dx.doi.org/10.33578/pjr.v7i2.8992.
Safrizal, S., Sudarmono, S., & Yulia, R. (2022). Developing students science literacy in adiwiyata school: case study in padang city, Indonesia. Journal of Turkish Science Education, 19(4), 1192–1205. https://doi.org/10.36681/tused.2022.169.
Saryono, D., Ibrahim, G. A., Muliastuti, L., Akbari, S., Hanifah, N., Miftahussururi, Nento, M. N., & Efgeni. (2017). Materi pendukung literasi baca tulis. TIM GLN Kemendikbud.
Senge, P. M. (1990). The fifth discipline. Doubleday.
Shymansky, J. A. (1991). Elementary school teachers’ beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors. Journal of Research in Science Teaching, 28(5), 437–454. https://doi.org/10.1002/tea.3660280507.
Suadi, Hanida, R. S., & Siregar, P. (2022). Teachers’ perceptions on the literacy skills of 5th grade primary school students during covid-19 pandemic in mandailing natal regency. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(2), 397–406. https://doi.org/https://doi.org/10.33394/jk.v8i2.5075.
Sugiono, S. (2019). Metode penelitian pendidikan (kuantitatif, kualitatif, kombinasi, r&d, dan penelitian pendidikan. Jakarta Alfabeta.
Supriadi, U., Supriyadi, T., & Abdussalam, A. (2022). Al-Qur’an literacy: a strategy and learning steps in ımproving al-qur’an reading skills through action research. International Journal of Learning, Teaching and Educational Research, 21(1), 323–339. https://doi.org/https://doi.org/10.26803/ijlter.21.1.18.
Suyamto, J., Masykuri, M., & Sarwanto. (2020). Analisis kemampuan TPACK (technolgical, pedagogical, and content, knowledge) guru biologi sma dalam menyusun perangkat pembelajaran materi sistem peredaran darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 44–53. https://doi.org/DOI: 10.20961/inkuiri.v9i1.41381.
Sigit, D. V., Ristanto, R. H., Nurrismawati, A., Komala, R., Prastowo, P., & Katili, A. S. (2023). Ecoliteracy’s contribution to creative thinking: a study of senior high school students. Journal of Turkish Science Education, 20(2), 356-368. DOI: 10.36681/tused.2023.020.
Švajger, J. (2022). The ınclusion of differentiation in literacy lessons in the first and second grades of slovenian primary school. C e p s Journal, 12(3), 13–32. https://doi.org/10.26529/cepsj.1042.
Taffe, S. W., & Gwinn, C. B. (2007). Integrating Literacy And Technology. The Guilford Press.
Ulfatin, N., Putra, A. B. N. R., Heong, Y. M., Zahro, A., & Rahmawati, A. D. (2022). Disruptive learning media ıntegrated e-generator practice system to advance self-efficacy learners levels in era of education 4.0. IJIM, 16(4), 4–16. https://doi.org/https://doi.org/10.3991/ijim.v16i04.28993
Downloads
Issue
Section
Published
License
Copyright (c) 2025 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
