PENGENALAN DASAR MISCROSOFT WORD PADA SISWA SISWI SMP MA’ARIF NU 1 PUURWOKERTO
DOI:
https://doi.org/10.61722/jssr.v4i2.9827Keywords:
digital literacy, Microsoft Word, quasi experiment, junior high school, technology socializationAbstract
Digital literacy is a fundamental competence that must be mastered from an early age, especially in technology-based learning contexts. This study examines the effectiveness of a Microsoft Word basic introduction socialization program on improving the understanding and skills of students at SMP Ma'arif NU 1 Purwokerto. Using a qualitative descriptive approach with a quasi-experimental design (pretest-posttest one group design), data were collected through written tests, participatory observation, and in-depth interviews with 32 seventh-grade students. The results showed an average improvement in comprehension scores of 41.2% (from 54.3 to 76.7), with 78.1% of students achieving the minimum competency criteria. The direct demonstration method combined with guided independent practice proved most effective in improving students' operational competencies. These findings affirm the urgency of integrating digital literacy training in the secondary school curriculum, while recommending a practice-based learning model as a measurable and sustainable intervention strategy.
References
American Library Association. (2013). Digital literacy, libraries, and public policy. Office for Information Technology Policy.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240–247.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Lawrence Erlbaum Associates.
Kemendikbud. (2022). Laporan survei kompetensi digital siswa SMP Indonesia. Pusat Data dan Teknologi Informasi Kemendikbud.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Statista. (2023). Market share of productivity software suites worldwide. Statista Research Department.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575.
Van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 JOURNAL SAINS STUDENT RESEARCH
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
