Application of Structural Equation Modeling (SEM) on Mathematical Digital Literacy Analysis of Prospective Teachers in Utilizing Mathematics Software
Ricki Yuliardi (a*), Dadang Juandi (b), Muhammad Ghiyats Ristiyana (c), Ipan Ripai

a) Doctoral Programme, Faculty of Mathematics and Sciences Education, UPI Bandung, Indonesia
*rickisyahidan27[at]upi.edu
b) Faculty of Mathematics and Sciences Education, UPI Bandung, Indonesia
c) Mathematics Education, STKIP Siliwangi, Bandung, Indonesia
d) Technology and Information Education, STKIP Muhammadiyah Kuningan, Indonesia

Abstract

This study aims to model the relationship between information literacy, digital literacy, perceptions of ICT-assisted mathematics learning on the mathematical digital literacy skills of prospective mathematics teachers in utilizing mathematics software as a medium of learning. The method used is the method of Structural Equation Modeling (SEM) analysis. The population in this study were undergraduate mathematics teacher candidates. The sample was obtained as many as 173 respondents using purposive sampling from public and private universities in the provinces of Riau, West Sumatra, Bengkulu, Banten, Jakarta, West Java, Yogyakarta and East Java. The instrument used is a Likert scale which consists of 14 indicators representing 4 variables. Based on the results of data analysis, it can be concluded: 1) Based on the results of the basic assumption test, the data is normally distributed and there are no outliers 2) Based on the instrument quality test with a significant CFA at the 5% level, it means that the variables A1-D4 can explain the existence of the variable construct and the indicators have good internal consistency and reliable. 3) Based on the results of the Goodness of Fit Overall test, it shows that the model meets 7 (seven) criteria, therefore, the SEM model in this study is suitable and feasible to use. 4) based on the relationship test between variables, information literacy (A) and digital literacy (B) have no significant effect on mathematical digital literacy (D) in terms of estimates and P value > 0.05. However, the perception of ICT-based Mathematics Learning has a significant positive effect on digital mathematical literacy (D) seen from the estimates value of 0.604 and P value <0.05. Conclusions and suggestions from the results of the research above: the increasing need for the implementation of learning technology, especially in learning mathematics so that it is necessary to increase competence by teachers and students in integrating technology

Keywords: Mathematical Digital Literacy- Mathematics Software- Prospective Teacher

Topic: Mathematics Education