REID (Research and Evaluation in Education)
Keywords
ICT literacy, Physics ICT test, Scratch programming
Document Type
Article
Abstract
The integration of various learning content is important in the education process to develop the multi-competences of graduates. This is a response to the Industrial Revolution 4.0. ICT helps graduates compete and master the competencies needed in various scientific fields, especially physics. Efforts to build ICT literacy in learning Physics must complete an evaluation tool containing comprehensive Physics content. The ICT literacy test instrument as an evaluation tool can be packaged with scratch programming activities to help uncover ICT literacy based on computational physics concepts. This study aims to develop an ICT literacy test instrument with physics content based on Scratch programming for middle-level students. This research is development research with a research stage adapted from the development stage by Borg and Gall, including (1) Potential and problem analysis; (2) Data collection; (3) Product design; (4) Design validation and design revision; (5) Product trial; (6) Analysis and reporting. The test subjects were 106 students. The Physics ICT questions were developed to consist of 20 questions. Based on the validity test, a total percentage of 85.33% is obtained with proper criteria. The reliability of the test is shown by the results of calculations with Alpha Cron of 0.716 high categories. Overall, the PICT test is feasible to be used as an ICT literacy test for Physics content.
Page Range
169-180
Issue
2
Volume
8
Digital Object Identifier (DOI)
10.21831/reid.v8i2.49093
Source
https://journal.uny.ac.id/index.php/reid/article/view/49093
Recommended Citation
Rusilowati, A., Negoro, R., Subali, B., & Aji, M. P. (2022). Evaluating ICT literacy: Physics ICT test based on Scratch Programming for high school students. REID (Research and Evaluation in Education), 8(2), 169-180. https://doi.org/10.21831/reid.v8i2.49093
References
Akmam, A., & Anshari, R. (2018). Influence of learning strategy of cognitive conflict on student misconception in computational physics course influence of learning strategy of cognitive conflict on student misconception in computational physics course. IOP Conference Series: Materials Science and Engineering, 335, 012074. https://doi.org/10.1088/1757-899X/335/1/012074
Auli, S., Diana, N, & Yuberti, Y. (2018). Analisis miskonsepsi siswa SMP pada materi fisika [Analysis of misconception of junior high school]. Indonesian Journal of Science and Mathematics Education, 01, 155-161. http://ejournal.radenintan.ac.id/index.php/IJSME/article/view/3516
Barniol, P., & Zavala, G. (2016). Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test. Physical Review Physics Education Research, 12, 010107, 1-12. https://doi.org/10.1103/PhysRevPhysEducRes.12.010107
Baron, N. S. (2017). Reading in a digital age. Phi Delta Kappan, 99(2), 15-20. https://doi.org/10.1177/0031721717734184
Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246. https://doi.org/10.1080/23752696.2020.1816847
Ciprian, S. (2019). Technology in physics class: What is the impact of technology and the implementation of programming to a physics class in secondary school? Institutt for Grunnskole-og Faglærerutdanning.
Ciptaningrum, D., Putro, N. H. P. S., Sari, N. K., & Hasanuddin, N. (2021). Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers. REID (Research and Evaluation in Education), 7(1), 46-56. https://doi.org/10.21831/reid.v7i1.30521
Computer Science Teachers Association. (2017). CSTA K-12 computer science standards revised 2017. CSTA Annual Conference 2017, 1-43. https://www.csteachers.org/page/standards
Costa, A. C. F., Santos, V. H. de M., & de Oliveira, O. J. (2021). Towards the revolution and democratization of education: A framework to overcome challenges and explore opportunities through Industry 4.0. Informatics in Education, 21(1), 1-32. https://doi.org/10.15388/infedu.2022.01
Dewi, C., & Rusilowati, A. (2019). Developing assessment instrument of data, technology, and human literacy in physics learning. Journal of Research and Educational Research Evaluation, 8(2), 155-164. https://doi.org/10.15294/jere.v8i2.38370
Ellermeijer, T., & Tran, T. B. (2019). Technology in teaching physics: Benefits, challenges, and solutions. In Upgrading physics education to meet the needs of society (M. Pietrocola, Ed.), 35-67. Springer Nature. https://doi.org/10.1007/978-3-319-96163-7_3
Falck, O., Heimisch-Roecker, A., & Wiederhold, S. (2021). Returns to ICT skills. Research Policy, 50(7), 104064. https://doi.org/10.1016/j.respol.2020.104064
Ferrarelli, P., & Iocchi, L. (2021). Learning Newtonian physics through programming robot experiments. Technology, Knowledge and Learning, 26(4), 789-824. https://doi.org/10.1007/s10758-021-09508-3
Gero, A., Tsybulsky, D., & Levin, I. (2019). Research and design triads in the digital epoch: Implications for science and technology education. Global Journal of Engineering Education, 21(1), 80-83. https://cris.tau.ac.il/en/publications/research-and-design-triads-in-the-digital-epoch-implications-for-
Gretter, S., & Yadav, A. (2016). Computational thinking and media & information literacy: An integrated approach to teaching twenty-first century skills. TechTrends, 60(5), 510-516. https://doi.org/10.1007/s11528-016-0098-4
Guillén-Gámez, F. D., & Mayorga-Fernández, M. J. (2021). Design and validation of an instrument of self-perception regarding the lecturers' use of ICT resources: To teach, evaluate, and research. Education and Information Technologies, 26(2), 1627-1646. https://doi.org/10.1007/s10639-020-10321-1
Hendawi, M., & Nosair, M. R. (2020). Students' technological awareness at the College of Education, Qatar University. Cypriot Journal of Educational Sciences, 15(4), 749-765. https://doi.org/10.18844/cjes.v15i4.5057
Hidayatno, A., Destyanto, A. R., & Hulu, C. A. (2019). Industry 4.0 technology implementation impact to industrial sustainable energy in Indonesia: A model conceptualization. Energy Procedia, 156, 227-233. https://doi.org/10.1016/j.egypro.2018.11.133
Hilton, J. (2020). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Educational Technology Research and Development, 68(3), 853-876. https://doi.org/10.1007/s11423-019-09700-4
Kennedy, E. M., & de Bruyn, J. R. (2011). Understanding of mechanical waves among second-year physics majors. Canadian Journal of Physics, 89(11), 1155-1161. https://doi.org/10.1139/P11-113
Kim, H. S., Ahn, S. H., & Kim, C. M. (2019). A new ICT literacy test for elementary and middle school students in Republic of Korea. Asia-Pacific Education Researcher, 28(3), 203-212. https://doi.org/10.1007/s40299-018-0428-8
Kiv, A. E., Merzlykin, O. V., Modlo, Y. O., Nechypurenko, P. P., & Topolova, I. Y. (2019). The overview of software for computer simulations in profile physics learning. CEUR Workshop Proceedings, 6, 352-362. https://doi.org/10.55056/cte.396
Kogetsu, H., & Taniguchi, K. (2014). Development of an active-learning program about mechanical wave. In Proceedings of the 12th Asia Pacific Physics Conference, 1, 017020. https://doi.org/10.7566/JPSCP.1.017020
Lestari, D., & Prasetyo, Z. K. (2019). A review on ICT literacy in science learning. Journal of Physics: Conference Series, 1233, 0120971. https://doi.org/10.1088/1742-6596/1233/1/012097
Li, H., Yu, L., & He, W. (2019). The impact of GDPR on global technology development. Journal of Global Information Technology Management, 22(1), 1-6. https://doi.org/10.1080/1097198X.2019.1569186
Lopez, V., & Hernandez, M. I. (2015). Scratch as a computational modelling tool for teaching physics. Physics Education, 50(3), 310-316. https://doi.org/10.1088/0031-9120/50/3/310
Martinez, W. (2018). How science and technology developments impact employment and education. In Proceedings of the National Academy of Sciences of the United States of America, 115(50), 12624-12629. https://doi.org/10.1073/pnas.1803216115
Muktiarni, M., Widiaty, I., Abdullah, A. G., Ana, A., & Yulia, C. (2019). Digitalisation trend in education during industry 4.0. Journal of Physics: Conference Series, 1402(7), 077070. https://doi.org/10.1088/1742-6596/1402/7/077070
Mwambela, C., Mondoh, H., & Thoruwa, T. (2019). Challenges in using ICT in teaching secondary school physics and effect of teaching using ICT on students' physics academic achievement in Mombasa County, Kenya. Journal of Education and Practice, 10(22), 67-73. https://doi.org/10.7176/jep/10-22-08
Negoro, R. A., Rusilowati, A., Aji, M. P., & Jaafar, R. (2020). Critical thinking in physics: Momentum critical thinking test for pre-service teacher. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 73-86. https://doi.org/10.24042/jipfalbiruni.v9i1.4834
Owate, I. O., & Williams, C. (2014). Information and Communication Technology (ICT) support systems for teaching and learning physics in selected secondary schools in Eleme local government area. International Journal of Development Research, 4(7), 1323-1331. https://www.journalijdr.com/sites/default/files/issue-pdf/1794_0.pdf
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3, S33-S35. https://doi.org/10.21839/jaar.2018.v3is1.165
Reyes, M. G., & Rakkapao, S. (2018). Impact of context on students' conceptual understanding about mechanical wave speed. Journal of Physics: Conference Series, 1144, 012046. https://doi.org/10.1088/1742-6596/1144/1/012046
Ross, A. B., Kristiina, K., & Marsh, J. (2019). Enhancing digital literacy and creativity. Routledge. https://doi.org/10.4324/9780429243264
Rusilowati, A., Subali, B., Aji, M. P., & Negoro, R. A. (2020). Development of teaching materials for momentum assisted by scratch: Building the pre-service teacher's skills for 21st century and industry revolution. Journal of Physics: Conference Series, 1567, 022010. https://doi.org/10.1088/1742-6596/1567/2/022010
Sari, W. K., & Wilujeng, I. (2020). Education change in the industry 4.0: Candidate science teacher perspective. Journal of Physics: Conference Series, 1440, 012090. https://doi.org/10.1088/1742-6596/1440/1/012090
Senkbeil, M. (2022). ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement. Education and Information Technologies, 27, 3595-3622. https://doi.org/10.1007/s10639-021-10759-x
Somroob, S., & Wattanakasiwich, P. (2017). Investigating student understanding of simple harmonic motion. Journal of Physics: Conference Series, 901, 012123. https://doi.org/10.1088/1742-6596/901/1/012123
Sugiyono, S. (2010). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Sulisworo, D., Ahdiani, U., & Lirag, E. S. (2017). Physics teachers' beliefs on ICT integration at secondary school in Indonesia and Philippines. Proceedings of the 4th Asia Pacific Education Conference (AECON 2017), 109, 61-65. https://doi.org/10.2991/aecon-17.2017.14
Sunarti, S., & Rusilowati, A. (2020). Pengembangan bahan ajar digital gerak melingkar berbantuan scratch berbasis science, technology, engineering, and mathematics. Unnes Physics Education Journal, 9(3), 283-290. https://journal.unnes.ac.id/sju/index.php/upej/article/view/45869
Sunday, U. C., Charity, U. C., Ezenwa-Nebife, D. C., Celina, G., Catherine, E., Basil, C. O., Agnes, O. O., Elochukwu, I. F., Mercy, N. N., Christiana, N. O., Clement, A., & Joseph, A. J. (2019). Assesment of the efficacy of information and communication technology tool on achievement of students in Physics and Mathematics: A case of repeated measures. Journal of Engineering and Applied Sciences, 14(13), 4542-4546. https://doi.org/10.36478/jeasci.2019.4542.4546
Taquez, H., Rengifo, D., & Mej'ia, D. (2017). Diseño de un instrumento para evaluar el nivel de uso y apropiación de las TIC en una institución de educación superior.
Temaugee, S. ., M., K., R, L. A., Agbenyeku, P., & S, S. (2021). Development and evaluation of L1 (mother tongue) hausa based ICT Enhanced Teacher Development (ICTED) mode of instruction in Physics. British Journal of Education, 9(2), 17-40. https://www.eajournals.org/journals/british-journal-of-education-bje/vol-9-issue-2-2021/development-and-evaluation-of-l1-mother-tongue-hausa-based-ict-enhanced-teacher-development-ictetd-mode-of-instruction-in-physics/
Yehya, F. Y., Barbar, A., & Abou Rjeily, S. (2018). Diagnosing the barriers for integrating Educational Technology in Physics courses in Lebanese secondary schools. Research in Social Sciences and Technology, 3(2), 14-39. https://doi.org/10.46303/ressat.03.02.2
Zaleha, Z., Samsudin, A., & Nugraha, M. G. (2017). Pengembangan instrumen tes diagnostik VCCI bentuk four-tier test pada konsep getaran. Jurnal Pendidikan Fisika dan Keilmuan (JPFK), 3(1), 36-42. https://doi.org/10.25273/jpfk.v3i1.980