ADAPTIVE STRATEGIES FOR 21ST CENTURY LEARNING: DIGITAL LITERACY AND LEARNING OUTCOMES IN CONTEMPORARY INDONESIAN HIGHER EDUCATION
Keywords:
Digital literacy, Learning outcomes, Indonesian higher education, MOOC integration, 21st-century learning, Adaptive strategies, Academic performance.Abstract
This research, conducted in the contemporary landscape of Indonesian higher education, investigated the dynamic interplay between digital literacy and learning outcomes. Employing a mixed-methods approach, the study sought to unravel the nuanced relationships between students' digital literacy levels, the integration of Massive Open Online Courses (MOOCs), and their impact on critical thinking skills and academic performance. The findings revealed a compelling positive correlation between digital literacy proficiency and enhanced learning outcomes, highlighting the pivotal role of digital literacy in preparing students for the challenges of the 21st century. Moreover, this study unveiled the diverse landscape of MOOC integration across various academic disciplines within Indonesian universities. The adoption of MOOCs was unique, varying significantly across fields of study. These variations emphasize the importance of tailored strategies and support systems to facilitate more equitable MOOC adoption. The implications of this research extend to policymakers and practitioners, emphasizing the need for comprehensive digital literacy initiatives and discipline-specific approaches to MOOC integration. By embracing these adaptive strategies, Indonesian higher education can position itself as a dynamic and responsive sector primed for the demands of the digital age. This research underscores the evolving landscape of education and the vital role of digital literacy in shaping the educational outcomes of Indonesian students.
References
Allioui, H., & Mourdi, Y. (2023). Exploring the Full Potentials of IoT for Better Financial Growth and Stability: A Comprehensive Survey. Sensors, 23(19), 8015.
Ansari, M. T. A., Rokade, S. G., Sharma, G., Kumar, P. R., Maheshwari, K., & Hasan, H. (2023). Education Physiology Influence of Teacher Innovative Behaviour on Students' Academic Self-Efficacy and Intrinsic Goal Orientation. Journal for ReAttach Therapy and Developmental Diversities, 6(10s (2)), pp. 200–208.
Aschbrenner, K. A., Kruse, G., Gallo, J. J., & Plano Clark, V. L. (2022). We are applying mixed methods to pilot feasibility studies to inform intervention trials: pilot and feasibility studies, 8(1), 217.
Aslan, A., Silvia, S., Nugroho, B. S., Ramli, M., & Rusiadi, R. (2020). TEACHER’S LEADERSHIP TEACHING STRATEGY SUPPORTING STUDENT LEARNING DURING THE COVID-19 DISRUPTION. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 5(3), Article 3. https://doi.org/10.31538/ndh.v5i3.984
Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9(1), 197-204.
Bai, H., & Li, N. (2023). Exploring Green Economic Efficiency Trends in Dominant Chinese Urban Agglomerations: A Super-Efficient SBM Model Approach. Journal of the Knowledge Economy, 1-24.
Baltes, S., & Ralph, P. (2022). Sampling in software engineering research: A critical review and guidelines. Empirical Software Engineering, 27(4), 94.
Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, pp. 77, 36–51.
Cetindamar Kozanoglu, D., & Abedin, B. (2021). Understanding the role of employees in digital transformation: conceptualization of digital literacy of employees as a multidimensional organizational affordance. Journal of Enterprise Information Management, 34(6), 1649-1672.
Coates, H., Zhang, Y., Li, M., & Zhong, Z. (Eds.). (2022). A turning point for Chinese higher education: Developing hybrid education at Tsinghua University. Routledge.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
de Moura, V. F., de Souza, C. A., & Viana, A. B. N. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, 104077.
De Simone, M., Callea, L., & Fajilla, G. (2022). Surveys and inferential statistics to analyze contextual and personal factors influencing domestic hot water systems and usage profiles in residential buildings of Southern Italy. Energy and Buildings, 255, 111660.
Deane, N. (2021). Promoting Inclusive Higher Education in the Digital Age: Wrapping massive open online courses (MOOCs) for youth from marginalized communities in South Africa (Master's thesis, Faculty of Commerce).
Fazey, I., Schäpke, N., Caniglia, G., Hodgson, A., Kendrick, I., Lyon, C., ... & Saha, P. (2020). Transforming knowledge systems for life on Earth: Visions of future systems and how to get there. Energy research & social science, 70, 101724.
Garcia, P., Fernández, C., & Okonkwo, H. (2020). Leveraging technology: How Black girls enact critical digital literacies for social change. Learning, Media and Technology, 45(4), 345-362.
González-Zamar, M. D., Abad-Segura, E., López-Meneses, E., & Gómez-Galán, J. (2020). Managing ICT for sustainable education: Research analysis in the context of higher education. Sustainability, 12(19), 8254.
Harden, R. M., & Laidlaw, J. M. (2020). Essential skills for a medical teacher: an introduction to teaching and learning in medicine. Elsevier Health Sciences.
Hartley, K., & Kuecker, G. D. (2022). Disrupted governance: Towards a new policy science. Cambridge University Press.
Hendriarto, P., Mursidi, A., Kalbuana, N., Aini, N., & Aslan, A. (2021). Understanding the Implications of Research Skills Development Framework for Indonesian Academic Outcomes Improvement. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2), Article 2. https://doi.org/10.25217/ji.v6i2.1405
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897.
Hodgson, D. (2020). Helping doctoral students understand Ph.D. thesis examination expectations: A framework and a tool for supervision. Active learning in higher education, 21(1), 51–63.
Huang, J., Matthews, K. E., & Lodge, J. M. (2022). 'The university does not care about the impact it is having on us': Academic experiences of the institutionalization of blended learning. Higher Education Research & Development, 41(5), 1557–1571.
Kawas, M. (2023). Unlocking Insights from Medical Texts: Leveraging Natural Language Processing for Information Extraction in Clinical Notes. Tuijin Jishu/Journal of Propulsion Technology, 44(3), 1207–1214.
Manullang, S. O., Mardani, M., & Aslan, A. (2021). The Effectiveness of Al-Quran Memorization Methods for Millennials Santri During Covid-19 in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 4(2), 195–207.
Norton, L. (2018). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge.
Nurdiana, R., Effendi, M. N., Ningsih, K. P., Abda, M. I., & Aslan, A. (2023). COLLABORATIVE PARTNERSHIPS FOR DIGITAL EDUCATION TO IMPROVE STUDENTS’ LEARNING ACHIEVEMENT AT THE INSTITUTE OF ISLAMIC RELIGION OF SULTAN MUHAMMAD SYAFIUDDIN SAMBAS, INDONESIA. International Journal of Teaching and Learning, 1(1), Article 1.
Öncül, G. (2021). Defining the need: digital literacy skills for first-year university students. Journal of Applied Research in Higher Education, 13(4), 925–943.
Putra, P., Liriwati, F. Y., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The Students Learning from Home Experiences during Covid-19 School Closures Policy In Indonesia. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(2), Article 2. https://doi.org/10.25217/ji.v5i2.1019
Schoen, H. (2018). Modeling the innovation ecosystem and developing a dynamic index (Doctoral dissertation, University of Central Florida).
Siegner, A., & Stapert, N. (2020). Climate change education in the humanities classroom: A case study of the Lowell school curriculum pilot. Environmental Education Research, 26(4), 511-531.
Stevenson, M., Lai, J. W., & Bower, M. (2022). Investigating screen-sharing pedagogies in contemporary learning environments—A mixed methods analysis. Journal of Computer Assisted Learning, 38(3), 770–783.
Suroso, A., Hendriarto, P., Mr, G. N. K., Pattiasina, P. J., & Aslan, A. (2021). Challenges and opportunities towards an Islamic cultured generation: Socio-cultural analysis. Linguistics and Culture Review, 5(1), Article 1. https://doi.org/10.37028/lingcure.v5n1.1203
Swinnerton, B. J., Morris, N. P., Hotchkiss, S., & Pickering, J. D. (2017). Integrating an anatomy massive open online course (MOOC) into a medical anatomy curriculum. Anatomical sciences education, 10(1), 53–67.
Tomczyk, Ł. (2020). Skills in the area of digital safety are a critical component of digital literacy among teachers. Education and Information Technologies, 25(1), 471–486.
Wu, H., & Luo, S. (2022). Integrating MOOCs in an undergraduate English course: Students’ and Teachers’ perceptions of blended learning. SAGE Open, 12(2), 21582440221093035.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Susi Adiawaty, Markus Oci, Al- Amin, Siminto Siminto, Lilis Ermindyawati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
