Exploring digital-age literacy among prospective science teachers in West Kalimantan, Indonesia

Abstract

Abstract Digital-age literacy is one of the main skills of the 21st century to be considered in the future education program for prospective science teachers. This study aims to explore the digital-age literacy among prospective science teachers in West Kalimantan (Indonesia) based on the results of self-reflection and self-requirements and to identify the relationship between both variables in digital-age literacy. A sample of 180 prospective science teachers from three educational institutions for prospective science teacher programs in West Kalimantan (Indonesia) completed the survey using two forms of the questionnaires. Findings indicated that the self-requirements (M = 4.40; SD = 0.16) of prospective science teachers thinking on digital-age literacy are higher than the results of self-reflection (M = 2.65; SD = 0.29) on their abilities in digital-age literacy. This result also shows the relationship between digital-age literacy based on self-reflection and self-requirements to be at the medium level, where the correlation coefficient for both variables is 0.560 and value of the correlation is positive and significant. This is explain that if digital-age literacy based on self-requirements increases, then digital-age literacy based on self-reflection also increases.