Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

M. L. Hidayat, H. J. Prayitno, S. Anif, M. Meccawy, T. J.S. Khanzada

Abstract

These study purposes are to map the digital competency of pre-service math and science teachers and investigate how science learning can answer the challenge of digital competencies (DigComp) needs. This research used Rasch Model analysis to make knowledgeability mapping of the subject and analyzed using Wright map output by Winsteps 5.3.4. Data was gathered from a survey of 328 pre-service teachers of science majors, e.g., Biology, Chemistry, Geography, or Math, using the DigComp Framework-Based Questionnaire (DFBQ). The responses were based on respondents’ diverse demographic profiles (gender, region, living area, and field of study). The findings identify several differences in teacher training students’ knowledgeability of digital competencies that the Wright map in the Rasch model can map. Knowledgeability mapping is essential to determine which part of DigComp still needs to be strengthened with science education in the context of Science, Technology, Engineering, and Mathematics (STEM) implementation. The study yields two main conclusions: 1) The mapping study of pre-service math and science teachers’ knowledgeability in the DigComp framework shows Logit Value Person (0.31<LVP<1.11) and Logit Value Item (LVI > 0.66 logits); (0 ≥ LVI ≥ 0.66) that are reflecting a middle to lower level of competency, and 2) Science learning has high potential to address this challenge through its learning strategy implementations. The findings can be recommendations for future research of knowledgeability mapping and policy development and discuss implications for digital competency framework practices.

 

Keywords

digital competency; preservice teachers; decision-making; Rasch analysis; mapping

Full Text:

PDF

References

Adams, D., Sumintono, B., Mohamed, A., & Noor, N. S. M. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227–256.

Adams, D., Tan, M. H. J., & Sumintono, B. (2021). Students’ readiness for blended learning in a leading Malaysian private higher education institution. Interactive Technology and Smart Education, 18(4), 515–534.

Adiningrum, T. S. (2015). Reviewing Plagiarism: An Input for Indonesian Higher Education. Journal of Academic Ethics, 13(1), 107–120.

Akbar, A., & Picard, M. (2019). Understanding plagiarism in Indonesia from the lens of plagiarism policy: Lessons for universities. International Journal for Educational Integrity, 15(1).

Al-Abdullatif, A., & Gameil, A. (2020). Exploring students’ knowledge and practice of digital citizenship in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(19), 122-142.

Aldahmash, A. H., Alamri, N. M., Aljallal, M. A., & Bevins, S. (2019). Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program. Cogent Education, 6(1).

Ata, R., & Yıldırım, K. (2019). Exploring Turkish Pre-Service Teachers’ Perceptions and Views of Digital Literacy. Education Sciences, 9(1), 40.

Bartolomé, J., & Garaizar, P. (2022). Design and Validation of a Novel Tool to Assess Citizens’ Netiquette and Information and Data Literacy Using Interactive Simulations. Sustainability (Switzerland), 14(6).

Benavides, L. M. C., Arias, J. A. T., Serna, M. D. A., Bedoya, J. W. B., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors (Switzerland), 20(11), 1–23.

Biedermann, D., Kalbfell, L., Schneider, J., & Drachsler, H. (2019). Stakeholder attitudes towards digitalization in higher education institutions. Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft Fur Informatik (GI), P-297.

Blaženka, B. S., & Martina, M. P. (2022). Digital Competencies in the Context of Preschool Music Education. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 77-87.

Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences Second Edition University of Toledo.

Boone, W. J. (2016). Rasch Analysis for Instrument Development: Why, When, and How? CBE Life Sciences Education, 15(4).

Boone, W. J., Yale, M. S., & Staver, J. R. (2014). Rasch analysis in the human sciences. In Rasch Analysis in the Human Sciences.

Cano, J., Domínguez, A., & Ricardo, C. (2018). Strengthen of digital competence of higher education students in virtual learning environments. Espacios, 39(25), 35-44.

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens. With eight proficiency levels and examples of use. In Publications Office of the European Union.

Charlesworth, T. E.S., & Banaji, M. R. (2019). Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions. The Journal of Neuroscience, 39(37).

Dintoe, S. S. (2018). Information and communication technology use in higher education : Perspectives from faculty Seitebaleng Susan Dintoe Memorial University of Newfoundland, Canada. International Journal of Education and Development Using Information and Communication Technology, 14(2), 121–166.

Ebner, M., & Braun, C. (2020). Emerging Technologies and Pedagogies in the Curriculum (Issue January). Springer Singapore.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development.

Ferrari, A. (2013). DIGCOMP : A Framework for Developing and Understanding Digital Competence in Europe.

Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1.

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231.

Hazar, E. (2019). A comparison between European digital competence framework and the Turkish ICT curriculum. Universal Journal of Educational Research, 7(4), 954–962.

Heintz, F., Mannila, L., Nordén, L.-A., Parnes, P., & Regnell, B. (2017). Informatics in Schools: Focus on Learning Programming. Informatics in Schools: Focus on Learning Programming. ISSEP 2017. Lecture Notes in Computer Science, Vol 10696, 4, 117–128.

Hidayat, M. L., Astuti, D. S., Hariyatmi, H., Prayitno, H. J., & Anif, S. (2022). Digital Collaboration Skills Training for Middle School Science Teachers in Central Java. Warta LPM, 25(2), 263–274.

Hidayat, M. L., Hariyatmi, Astuti, D. S., Sumintono, B., Meccawy, M., & Khanzada, T. J. S. (2023). Digital competency mapping dataset of pre-service teachers in Indonesia. Data in Brief, 49.

Huang, X., Erduran, S., Zhang, P., Luo, K., & Li, C. (2022). Enhancing teachers’ STEM understanding through observation, discussion and reflection. Journal of Education for Teaching, 48(5), 576–591.

Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence ? In European Schoolnet (Issue 2008).

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.

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45.

Instefjord, E., & Munthe, E. (2015). Preparing pre-service teachers to integrate technology : an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education ISSN: October.

Iqbal, S., Hanif, R., Ali, F., Tahir, M., Minhas, R., Yasmeen, R., Khokhar, A., & Laique, T. (2021). Teachers’ Perceptions of Netiquette Practices by Undergraduate Dental Students During Online Classes in Covid-19 Pandemic. Pakistan Journal of Medical and Health Sciences, 15(12), 3498–3500.

Karunaweera, A. S. (2021). Measuring digital competence: an exploratory study mapping digital competence profiles of Sri Lankan English language teachers. Asia Pacific Journal of Educators and Education, 36(1), 93–112.

Khine, M. S. (2020). Rasch measurement: Applications in quantitative educational research. In Rasch Measurement: Applications in Quantitative Educational Research.

Kong, S. C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers and Education, 151(March), 103872.

Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280.

Kutsyuruba, B., Murray, J., & Hogenkamp, S. (2019). Understanding Pre-Service Teachers’ Legal Literacy and Experiences with Legal Issues in Practicum Settings: An Exploratory Study.

Larkin, K., & Miller, J. (2020). STEM Education Across the Learning Continuum. In STEM Education Across the Learning Continuum. Springer Singapore.

Leoste, J., Lavicza, Z., Fenyvesi, K., Tuul, M., & Õun, T. (2022). Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia. Frontiers in education, 7.

Linacre, J. M. (2011). Winsteps Help for Rasch Analysis.

Lucas, M. (2019). Facilitating Students’ Digital Competence: Did They Do It?. In Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings 14 (pp. 3-14). Springer International Publishing.

Mystakidis, S. (2021). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies.

Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1–17.

Nugroho, O. F., Permanasari, A., & Firman, H. (2019). The movement of stem education in Indonesia: Science teachers’ perspectives. Jurnal Pendidikan IPA Indonesia, 8(3), 417–425.

Paragarino, V. R., Barujel, A. G., & Nistal, M. L. (2014). Use of repositories of digital educational resources in higher education. ACM International Conference Proceeding Series, 10-12-September-2014.

Redecker, C. (2017). European Framework for the Digital Competence: DigComEdu. https://moodle.ktu.edu/pluginfile.php/428841/mod_resource/content/1/pdf_digcomedu_a4_final.pdf

Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education. Nordic Journal of Digital Literacy, 2014(4), 250–280.

Rubio-Hurtado, M. J., Fuertes-Alpiste, M., Martínez-Olmo, F., & Quintana, J. (2022). Youths’ Posting Practices on Social Media for Digital Storytelling. Journal of New Approaches in Educational Research, 11(1), 97–113.

Rusland, S. L., Jaafar, N. I., & Sumintono, B. (2020). Evaluating knowledge creation processes in the Royal Malaysian Navy (RMN) fleet: Personnel conceptualization, participation and differences. Cogent Business and Management, 7(1), 0–25.

Setyaningsih, E., Agustina, P., Anif, S., Ahmad, C. N. C., Sofyan, I., Saputra, A., Salleh, W. N. W. M., Shodiq, D. E., Rahayu, S., & Hidayat, M. L. (2022). PBL-STEM Modul Feasibility Test for Pre-service Biology Teacher. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(2), 118–127.

Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A. J. (2021). Netiquette: Ethic, education, and behavior on internet—a systematic literature review. International Journal of Environmental Research and Public Health, 18(3), 1–15.

Sorokova, M. G. (2020). E-course as blended learning digital educational resource in university. Psychological Science and Education, 25(1), 36–50.

Sudjana, S. (2022). The Effectiveness of Combating Piracy of Copyright In The Perspective Of The Legal System. Res Nullius Law Journal, 4(1), 77–99.

Sumintono, B. (2018). Rasch Model Measurements as Tools in Assessment for Learning. 173(Icei 2017), 38–42.

Thomas, M. S. C., & Rogers, C. (2020). Education, the science of learning, and the COVID-19 crisis. Prospects, 0123456789, 1–4.

Toto, T., Yulisma, L., & Amam, A. (2021). Improving teachers’ understanding and readiness in implementing stem through science learning simulation. Jurnal Pendidikan IPA Indonesia, 10(2), 303–310.

Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413.

Yordanova, M., Eited, K., & Krumova, M. (2020). STEM and Digital Competences of New Millennium Learners.

DOI: https://doi.org/10.15294/jpii.v12i3.43960

Refbacks

  • There are currently no refbacks.


Bookmark and Share