Correlation of digital literacy and creative thinking skills of prospective physics teachers in school physics lectures using LMS3 Rahmat Rizal (a), Dadi Rusdiana (b*), Wawan Setiawan (b), Parsaoran Siahaan (b), Ernita Susanti (a), Dwi Sulistyaningsih (a)
a) Physics Education Department, Universitas Siliwangi
Jalan Siliwangi No 24, Tasikmalaya 46115, Indonesia
b) Postgraduate Program, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*dadirusdiana[at]upi.edu
Abstract
Digital literacy and creative thinking skills are two competencies needed by prospective physics teachers in conducting future physics learning. This research aims to determine the correlation between digital literacy and creative thinking skills of prospective physics teachers, in general, and by gender, which have been trained in physics for school lecture using Learning Management System (LMS3). The descriptive research using the survey method has been conducted at a university in Tasikmalaya. Participants in this research consisted of 40 prospective physics teachers with 13 males and 27 females. They are third-level physics education students who have an average age of 19-21 years. Data were collected using a digital literacy test and a creative thinking skills test. Both instruments have been validated by five experts and had high reliability. In general, the correlation value of prospective physics teachers was 0.537 in the medium category. The correlation value in males was 0.612 in the high category and the correlation in females was 0.572 in the medium category. Based on the results of this research, prospective physics teachers should develop their digital literacy to support the improvement of their creative thinking skills, especially in organizing physics learning activities in the future
Keywords: digital literacy, creative thinking skills, prospective physics teacher, learning management system
