Improving Educational Digital Literacy Capabilities and Online Class Management for Physics Education Students through SAPR Learning Techniques Minnah El Widdah, Sukarno
UIN Sulthan Thaha Saifuudin Jambi
Abstract
This study aims to improve educative digital literacy skills and virtual classroom management of physics education students through the SAPR (search-analyzing-practicing-reflection) learning technique. This study uses a quasi-experimental approach, with one group pretest and posttest design. The research subjects involved were 21 students majoring in physics education class B. Data on digital literacy skills and virtual classroom management skills were obtained through test techniques (pretest and posttest). Furthermore, the data were analyzed using the normalized N-gain technique. Based on the data obtained, it can be concluded that the SAPR learning technique can improve educative digital literacy skills and virtual classroom management for physics education students. The increase in digital literacy skills is generally in the ^high^ category, as much as 47.62%, an increase in the ^medium^ category as much as 33.33%, and an increase in the ^low^ category as much as 19.05%. As for online class management capabilities, the increase in the ^medium^ category was 47.65%, the increase in the ^high^ category was 42.85%, and the increase in the ^low^ category was 9.50%.
Keywords: Educational digital literacy, online classroom management, search-analyzing-practicing-reflection learning techniques.
