Designing an Instrument to Measure Digital Literacy Competence Using the 4D Model

Abstract

This study aims to develop digital competency measurements, especially in junior high school, using a 4D model consisting of the following stages: definition, design, development, and dissemination. The research data source is the Central Java academic community consisting of 300 students, 5 teachers, and 3 digital literacy experts. The research data was obtained using a questionnaire and expert validation guidelines. The data obtained are qualitative and quantitative. The findings from this needs analysis include: 1) all respondents (100%) know the benefits and are actively using digital products; 2) there are (95%) of respondents know about digital competence but do not know the level of digital competence; 3) all respondents (100%) admit that they have never measured digital competence; 4) all respondents (100%) admitted that so far in measuring digital competence they have not used adequate and tested instrument; and 5) all respondents (100%) admit that information about the level of digital competence is needed as input to improve the quality of students digital competence. Seven instrument indicators test results are 52% for the strongly agreed category and 33% for the agreed category. Thus, this instrument is valid and expected to map the digital competencies of the academic community in junior high school, especially for students.