Development of Digital Literacy Performance Items to Improve Digital Electronics Competence of Vocational School Students

DOI

10.2991/978-94-6463-100-5_4How to use a DOI?

Keywords

Digital literacy; Validity; reliability; Normality; Cronbach’s alpha; Fit model index

Abstract

This study aims to analyze and synthesize the development of performance items to improve digital literacy instruments using classical Test Theory and Item Response Theory by looking at the fit model index results on digital literacy instruments of Electrical Engineering vocational students. Research products produce a set of digital literacy instruments that can be used as a tool to measure student performance in using digital literacy instruments. This study uses quantitative methods, on digital literacy instruments to measure the performance of Electrical Engineering vocational students. The steps of instrument preparation begin with designing several variables, developing indicators, arranging instrument grids, compiling several indicators, making improvements to some suggestions from experts, validating theories by experts, and refining, and writing instruments consisting of several items and validation theoretically and empirically. The number of performance items is 39 items, and the number of samples is 638 students. The number of items about the ability of digital electronics theory is 40 items. The study produced eight indicators, namely LD1-LD8. Normality testing using Q-plot shows normal results by observing diagonal lines, spreading evenly, and not forming patterns. The X-LD variable produces LD1 (0.052), LD2 (0.761), LD3 (0.701), LD4 (0.693), LD5 (0.688), LD6 (0.744), LD7 (0.621), and LD8 (0.624), so it can be said that the 8 indicators are normal or valid. Variable y-KT has 1 indicator is not normal or Invalid, namely KT1 (0.490 < 0.5) and 3 indicators are valid or normal with the results of KT2 (0.644 > 0.5), KT3 (0. 703 > 0.5) and KT4 (0.748 > 0.5). Cronbach’s alpha variable values are X-LD (0.829 > 0.5) and Y-KT (0.679 > 0.5). The value of the path coefficient is 0.092 and the p- value is 0.005 so that the hypothesis testing can be expressed as significant and H1 is accepted. Fit model index on SRMS obtained 0.079 < 0.080, so the data can be expressed better.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nur Kholis
AU  - Bambang Suprianto
AU  - Munoto Munoto
PY  - 2022
DA  - 2022/12/27
TI  - Development of Digital Literacy Performance Items to Improve Digital Electronics Competence of Vocational School Students
BT  - Proceedings of the International Joint Conference on Science and Engineering 2022 (IJCSE 2022)
PB  - Atlantis Press
SP  - 30
EP  - 38
SN  - 2352-5401
UR  - https://doi.org/10.2991/978-94-6463-100-5_4
DO  - 10.2991/978-94-6463-100-5_4
ID  - Kholis2022
ER  -