THE CORRELATION OF DIGITAL LITERACY COMPETENCE AND LEARNING MOTIVATION WITH SOCIAL ATTITUDES AND SELF-EFFICACY IN INDONESIAN TEACHER CANDIDATES FOLLOWING THE COVID-19 PANDEMIC
Abstract
This study is critical because it looks at digital literacy in Indonesian education, especially post the challenges of the COVID-19 pandemic which forced schools to use more technology. It also examines motivation, social attitudes, and self-confidence, which are all important parts of digital literacy. The main goal is to find out how digital literacy skills and the motivation to learn affect the attitudes and self-confidence of future teachers in Indonesia after the pandemic. To do this, the study surveyed prospective elementary school teachers across Indonesia, with 331 participants from various islands like Java, Kalimantan, Maluku, Nusa Tenggara and Bali, Papua, and Sumatra. An online questionnaire was used to collect data, and the analysis included descriptive statistics, Pearson correlation, and linear regression. The results showed that digital literacy has a 43% impact on social attitudes and a 33% impact on self-confidence. Motivation affects social attitudes by 57% and self-confidence by 42%. This suggests that being good at digital literacy doesn't automatically mean someone will have positive social attitudes online. Therefore, the study highlights the importance of having skills in independent learning, creativity, and using technology effectively to develop positive attitudes in digital spaces.
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References
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DOI: 10.28944/dirosat.v10i1.2053
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