Jurnal Penelitian dan Evaluasi Pendidikan

Document Type



This research aims to develop an assessment of problem-solving skills in improving students' digital literacy skills. This research is directed to produce physics learning assessments that can improve students' digital literacy using problem-solving skills assessments. The use of assessments that refer to the problem-solving skills stage is expected to improve students' digital literacy. The study is an R & D research with the Borg and Gall development model. On the preliminary research, a questionnaire is needed to detect need analysis of an assessment that can help improving student digital literacy skills. Questionnaires were used to collect expert review data, while cognitive tests were used to collect data on students' problem-solving skills. Cognitive tests by posttest form were held to find out the progress of students understanding during the learning process using the products. The results of content validity by Aiken's V is 0.80. The factor analysis is seen by the Bartlett test value with Chi-squares = 1.604 and significance at 0.659. Therefore, the problem-solving skills assessment from the aspect of content and construction has valid criteria and is suitable for use. The N-Gain test results of students problem-solving skills in the experimental class by 0.3 with a quite effective category higher than the control class of 0.12 with a quite effective category. The results show that the use of assessment of problem-solving skills effectively improved students digital literacy skills.

First Page


Last Page






Digital Object Identifier (DOI)



Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-142. https://doi.org/10.1177/0013164485451012

Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218-259. https://doi.org/10.1108/EUM0000000007083

Borg, W. R., & Gall, M. D. (2003). Educational research: An introduction. Longman.

Cullinane, A., & Liston, M. (2011). Two-tier multiple choice questions: An alternative method of formative assessment for first year undergraduate Biology students. Limerick: National Center for Excellence in Mathematics and Education Science Teaching and Learning (NCE-MSTL).

Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106. https://www.learntechlib.org/primary/p/4793/

Eshet, Y. (2002). Digital literacy: A new terminology framework and its application to the design of meaningful technology-based learning environments. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 493-498). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/10316/

Fraenkel, J., & Wallen, N. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Higher Education.

Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. https://doi.org/10.4219/jaa-2007-495

Gilster, P. (1997). Digital literacy. Wiley Computer Pub.

Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627-636. https://doi.org/10.1119/1.17117

Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: A framework for curriculum integration. Research in Learning Technology, 21, 21334-21350. https://doi.org/10.3402/rlt.v21.21334

James, M. (2008). Assessment and learning. In S. Swaffield (Ed.), Unlocking assessment: Understanding for reflection and application (1st ed., pp. 20-36). Routledge.

James, M. (2015). Educational assessment: Overview. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 161-171). Elsevier.

Jimoyiannis, A. (2015). Digital literacy and adult learners. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 213-216). SAGE Publication.

JISC. (2014). Developing digital literacies. Joint Information Systems Committee. https://www.jisc.ac.uk/full-guide/developing-digital-literacies

Kartowagiran, B., & Jaedun, A. (2016). Model asesmen autentik untuk menilai hasil belajar siswa sekolah menengah pertama (SMP): Implementasi asesmen autentik di SMP. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 131-141. https://doi.org/10.21831/pep.v20i2.10063

Katz, I. R., Elliot, N., Attali, Y., Scharf, D., Powers, D., Huey, H., Joshi, K., & Briller, V. (2008). The assessment of information literacy: A case study. ETS Research Report Series, 2008(1), 1-34. https://doi.org/10.1002/j.2333-8504.2008.tb02119.x

Latan, H. (2012). Structural Equation Modeling: Konsep dan aplikasi menggunakan LISREL 8,80. Alfabeta.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x

LINCS Regional Professional Development Center for Adult Education. (2015). Integrating digital literacy and problem solving into instruction. LINCS Regional Professional Development Center for Adult Education. https://lincs.ed.gov/professional-development/resource-collections/profile-820

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

Novitasari, N., Ramli, M., & Maridi, M. (2015). Penyusunan assessment problem solving skills untuk siswa SMA pada materi Lingkungan. Prosiding Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015: Biologi, Sains, Lingkungan, Dan Pembelajarannya, 519-525.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education, 3(2), 145-158. https://doi.org/10.1177/1469787402003002004

Son, J.-B., Park, S.-S., & Park, M. (2017). Digital literacy of language learners in two different contexts. The JALT CALL Journal, 13(2), 77-96. https://doi.org/10.29140/jaltcall.v13n2.213

Taras, M. (2005). Assessment - Summative and formative - Some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467-8527.2005.00307.x

Timmins, A. C. B. (1996). Multiple intelligences: Gardner's theory. Practical Assessment, Research, and Evaluation, 5(1). https://scholarworks.umass.edu/pare/vol5/iss1/10

Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167. https://doi.org/10.11114/jets.v6i9.3443

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2(1), 1-6. https://doi.org/10.7275/ffb1-mm19