Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia: A Case of Lampung Univesity

Abstract: Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia: A Case of Lampung Univesity. Objective: This study aims to analyze the competence of digital attitudes of chemistry teacher candidates at the University of Lampung. Methods: A total of 200 chemistry teacher candidate students at the teacher training faculty, Universitas Lampung were randomly selected as research samples. The data obtained were analyzed using exploratory factor analysis techniques, reliability, correlation, average value, and variance. Findings: Analysis shows that the questionnaire items are grouped into five main factors with the Cronbach alpha coefficient and the percentage of variance as follows: attitudes towards digital content creation (α = 0.919; s2 = 39.546%); attitudes towards digital information (α = 0.885; s2 = 7.806%); attitudes towards digital security (α = 0.871; s2 = 4.321%); attitudes towards digital problem solving (α = 0.755; s2 = 3.410%); and attitudes towards digital information (α = 0.793; s2 = 2.974%). Conclusion: The comparison of the mean and grand mean values shows that attitudes towards information and digital security are more dominant factors in how chemistry teacher students respond to digital devices that support learning.Keywords: digital attitude competence, chemistry teacher candidates, factor analysis.Abstrak: Menilai Kompetensi Sikap Digital Calon Guru Kimia di Indonesia: Suatu Kasus di Universitas Lampung. Tujuan: Penelitian ini bertujuan untuk menganalisis kompetensi sikap digital calon guru kimia di Universitas Lampung. Metode: Sebanyak 200 calon mahasiswa calon guru kimia di FKIP Universitas Lampung dipilih secara acak sebagai sampel penelitian. Data yang diperoleh dianalisis dengan menggunakan teknik analisis faktor eksplorasi, reliabilitas, korelasi, nilai rata-rata, dan varians. Temuan: Hasil analisis menunjukkan bahwa item kuesioner dikelompokkan menjadi lima faktor utama dengan koefisien alpha Cronbach dan persentase varians sebagai berikut: sikap terhadap pembuatan konten digital (α = 0,919; s2 = 39,546%); sikap terhadap informasi digital (α = 0.885; s2 = 7,806%); sikap terhadap keamanan digital (α = 0.871; s2 = 4,321%); sikap terhadap pemecahan masalah digital (α = 0,755; s2 = 3,410%); dan sikap terhadap informasi digital (α = 0,793; s2 = 2,974%). Kesimpulan: Perbandingan nilai mean dan grand mean menunjukkan bahwa sikap terhadap informasi dan keamanan digital merupakan faktor yang lebih dominan dalam respon siswa guru kimia terhadap perangkat digital yang mendukung pembelajaran.Kata kunci: kompetensi sikap digital, calon guru kimia, analisis faktor. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.20210

Multiple facets of self-rated digital competencies of pre-service teachers: A pilot study on the nomological network, empirical structure, and gender differences

Introduction: Self-efficacy is an important predictor of teaching behavior. Within several research traditions (TPACK framework, school achievement tests), different ICT self-efficacy scales have been developed. The empirical structure of existing questionnaires has frequently been researched and discussed within the TPACK framework. However, for teacher ICT self-efficacy, non-instructional aspects as well as alternative instruments have rarely been investigated and compared to standard TPACK self-report scales. Methods: In this study, we administer two sets of non-subject-specific ICT scales to a group of pre-service teachers (N = 165). We investigate the empirical structure using structural equation modeling. Results: For both scales, the results show that instructional ICT self-efficacy forms a separate factor. For the remaining items, item difficulty and content drive further divisions. Further, more specific item formulations resulted in a higher range of scale means. Additionally, we find gender differences only on some non-instructional scales. Discussion: Results confirm that the distinction between instructional vs. non-instructional ICT self-efficacy is important when developing or using questionnaires for pre-service teachers. Results also indicate that the usage of more specific task-related items is a promising alternative to general TPACK items

The development of information literacy in early childhood education teachers. A study from the perspective of the education center's character

The development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable “education center”. The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variablesPeer Reviewe