DEVELOPMENT OF DIGITAL LITERACY ASSESSMENT INSTRUMENTS FOR HIGH SCHOOL STUDENTS (CASE STUDY IN CLASS XI IPS STUDENTS OF SMAN 5 AND SMAN 27 JAKARTA)

Abstract

The purpose of this study is to find out the steps for developing digital literacy instruments for high school students and to ensure that digital literacy instruments meet the validity and reliability of students. This research method uses a quantitative approach with R&D (Research and Development) used in this study. R&D (Research and Development) is a strategy for creating an invention and examining the creation (Sugiyono, 2019). The location of the research will be carried out in 2 public high schools in the Central Jakarta area, SMA Negeri 5 Jakarta and SMA Negeri 27 Jakarta. From the acquisition of studies that have been obtained, it can be concluded that the steps for developing digital literacy instruments for students start from the stages of realizing previous studies, developing initial creations, carrying out creation validation, realizing trials and producing final creations. In the previous study step, a field survey was carried out at the research location and collecting literature that supported the development of a digital literacy assessment instrument. At the initial product development stage, a research instrument was designed with a grid used to measure the quality of the digital literacy assessment instrument. At the stage of realizing product validation, the digital literacy assessment instrument was assessed for feasibility by experts with the results of validation by language experts, content and instruments respectively obtaining a validity value of 90.28%; 91.67% and 90.97% which are very valid criteria (SV). At the stage of realizing the trial, namely small group and large group trials to obtain validity and reliability values for students. Lastly is to make the final product. The digital literacy assessment instrument has fulfilled the validity and reliability of students. It is known from the small group trials that the items on the digital literacy assessment instrument are declared valid and reliable as many as 20 items with a score of r count above r table (0.1497) and the reliability of the digital literacy assessment instrument is 0.972. Meanwhile, in the large group trial it was found that the items on the digital literacy assessment instrument were declared valid and reliable as many as 20 items with a score of r count above r table (0.4973) and the reliability of the digital literacy assessment instrument was 0.874.