Nama : riska kesuma wardani

Npm : 2031060147
Kelas : 5/E Psikologi Islam

Rekapitulasi jurnal internasional “ Digital literacy of preservice science teacher “

N research research research interpretati conclusion

o hypothesis result criteria on
1. the influence the the hypothesis more in-
of information information accepted depth
information aspect in aspect of the counseling
on digital digital indicator is related to
literacy of literacy of consistent in digital
preservice pre-service the medium literacy,
science science category. technical
teacher teachers is in which even guidance
the medium though the activities,
category mean shows and other
with an the same ways must be
average of category, the realized
2.97. mean value immediately
varies with by pre-
the highest service
score science
teachers
because this
aspect of
information
becomes the
main aspect
of teachers
and students
in digesting
the
information
2. the influence the the hypothesis online
of communicati communicati accepted communicati
communicati on aspect is on aspect is on should be
on on digital in the in the improved,
literacy of medium sufficient not just from
pre-service category category social media.
science with an but you can
 teachers average of use other
2.96. which devices such
is known that as Google
pre-service services and
science so on to
teachers increase the
usually use percentage of
online communicati
communicati on in the
on with each world of
other, which digital
is also used literacy
to discuss
coursework.
3. the influence content content hypothesis content
of content creation is creation must rejected creation
creation on one of the be an training
digital most diverse indicator that should be
literacy for aspects. this is in a added to both
pre-service aspect is at moderate teachers and
science 2.64. In position. students.
teachers lectures, Because the because the
students are increasingly digital world
often given sophisticated is advancing,
assignments digital world tasks and
in word requires the information
format and people in it, must be
then these especially growing. this
assignments pre-service will increase
must be science the
presented in teachers to percentage of
front of the be more content
class. but the advanced in creation if it
teacher never the use of is
got technology. immediately
assignments realized.
related to
programming
languages.
then it is
very natural
that the
programming
language is
very low.
4. the influence security is a Security hypothesis making
 of security very should be the accepted software,
on digital important most security
literacy of aspect with important applications
pre-service the position and main and so on as
science being at 2.63. aspect. well as
teachers. all indicators because to counseling
show ensure for teachers
moderate security so that they
category. a when understand
number of students and security
security teachers related to
products access sites digital tools
have come or process it is
with a setting original necessary to
where the works that make digital
system can are widely literacy
remind the distributed successful
user to on social among
update the networking schools.
product. websites.
5. the effect of problem In problem hypothesis Pre-service
problem solving is the solving, rejected science
solving on aspect that some teachers
digital ranks the indicators are should be
literacy of lowest with a in the low more critical
pre-service figure of category, in solving
science 2.12. which is existing
teachers influenced problems.
by the digital tools
limitations of and literacy
pre-service in it are
science considered
teachers in capable of
using and supporting
repairing teachers to
damaged obtain
digital tools information
and their fear and ways to
of digital solve
tools that problems
will get related to the
damaged if digital world.
they are
repaired by
themselves.
even though
the pre-
service
science
teacher
should be
able to
master and
be able to
solve
problems
related to
digital tools.