Assessing Digital Literacy in Online Physics Instruction Syella Ayunisa Rani and Mundilarto
Physics Education Department, Postgraduate School, Yogyakarta State University
Jalan Colombo No. 1, Yogyakarta 55281, Indonesia
syellaayunisa[at]gmail.com
Abstract
Despite social media is common to be used in several online and distance instructions, but how far students utilizing the media for implementing digital literacy skills is interesting to be explored. Assessment items which appropriated with the indicators are needed to assess the skills. This literature study aimed to create: 1) teacher assessment items and 2) student self-assessment items for the digital literacy skills in social media. The assessment consisted of socio-emotional, photo-visual, branching, information, and real-time thinking literacy. Thermodynamics processes were applied as the online discussion topics, involved isobaric, isothermal, and isochoric. The activity focused on strengthening positive characters such as team work and sharing. The findings highlighted: 1) teacher assessment items were developed in an observation sheet and 2) student self-assessment items were developed in a questionnaire, both items were created from the digital literacy indicators of socio-emotional, photo-visual, branching, information, and real-time thinking literacy. Further study is needed to implement the items into real activities or develop it into other relevant topics.
Keywords: assessment; digital literacy; online discussion; thermodynamics
