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Volume 9 , Number 1, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

  

The Effect Of Cognitive Competency On Early Adolescent Digital 

Literation Skills 

 
Pratiwi Kartika Sari1, Nurudin Siraj2, Nadia Fatmalia3 

1,3Faculty of Education, Universitas Muhammadiyah Jakarta, Jakarta, Indonesia 
2Faculty of Social and Polotical Sciences, Universitas Swadaya Gunung Jati, Cirebon , Indonesia 

KH. Ahmad Dahlan Street Cirendeu-Ciputat, South Tangerang, 15419 

tiwikartika01@gmail.com, nurudin.siraj@ugj.ac.id, fatmalianadia@gmail.com 

 

Accepted: 
Jan 28th 2025 

Reviewed: 
March 18th 2025 

Published: 
May 30th 2025 

 

Abstract :  

This study aims to see the effect of cognitive competency levels C1-Knowledge, C2-
Comprehension, and C3-Application on digital literacy skills in early adolescents. In this study 
cognitive competence is limited to three aspects, such as knowledge, understanding, and 
application. The research method used a survey by looking at the effect using simple regression 
analysis. The results showed that the cognitive competency level of knowledge in digital literacy 
skills was in the top position of 97.0%, the level of application cognitive competence in digital 
literacy skills was in the second position of 89.0%, the level of cognitive competence in 
understanding digital literacy skills was in the third position of 80. , 3%. The conclusion in this 
study is that there is an effect of cognitive competence on digital literacy skills of early adolescents 
with a knowledge level of C1-Knowledge 97.0% It shows the concept of students' digital literacy 
skills in remembering and storing information very well, understanding C2-Understanding 80.3% 
Shows the concept of students 'digital literacy skills in understanding and choosing information 
well, C3-Application 89.0% Shows the concept of students' digital literacy skills in applying (using) 
information well. 
 

Keywords :  Cognitive competence, digital literacy skills, google 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

In the 21st century revolution, it is famous for industry 4.0. with the trend of the 

technological revolution or digital revolution. Briefly interpreting industry 4.0 is combining 

automatic technology with cyber technology 1. 

The characteristics of the 4.0 industrial revolution include digitization, optimization and 

customization of production, automation and adaptation, human machine interaction, value added 

 
1 Syamsuar Syamsuar and Reflianto Reflianto, “Pendidikan Dan Tantangan Pembelajaran Berbasis Teknologi 

Informasi Di Era Revolusi Industri 4.0,” E-Tech: Jurnal Ilmiah Teknologi Pendidikan 6, no. 2 (2019). 

http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/


 
 

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services and businesses, automatic data exchange and communication, and integrating the use of 

internet technology2  

Internet technology such as the google search engine, youtube, and social media (facebook, 

instagram, whatsapp) has entered media convergence where there is media integration which 

makes media use more sophisticated and easy3.  

It was the emergence of the internet that triggered an explosion of information. The 

openness of information in the rapid development of technology means that messages can be 

delivered quickly in seconds, an information can be distributed directly throughout the world. 

The Ministry of Communication and Information, in an international seminar stated that 

the use of digital media among children and adolescents in Indonesia, also stated that from the 

research conducted on children and adolescents aged 10-19 years, there were at least 30 million 

Indonesian children and adolescents. using the internet and making digital media their main choice 

of communication channels. 

Based on the results of a survey conducted by the European Union Kids Online and 

published by the European Commission's Safer Internet Program, it is stated that the highest 

activities carried out by children and adolescents are: School assignments (92%), Playing games 

(83%), Seeing video clips (75%), Social networks (71%). 

APJII (2016) stated that the student group numbered 8.3 million people (6.3%). This data 

shows that as many as 6.3% of students use the internet. This number is not a small number 

considering that not all students have sufficient competence in using digital media. 

Then came the term digital literacy skills or also known as digital information literacy. In 

general, literacy is the ability to read, write and listen using conventional media such as books, 

newspapers, magazines, television and radio. Then the rapid development of technology and 

information shifts the existence of conventional media to digital media, so literacy develops into 

digital literacy. 

Digital literacy or also known as digital information literacy is the skill of reading, writing 

and listening using digital media to seek information knowledge. (Masitoh, 2018) (Ferrés & 

Masanet, 2018) states that if it is related to learning, digital media that is often used by students, 

especially early adolescents, is the Google search engine, through the Google search engine, early 

adolescents can read and listen to the knowledge of information obtained to increase knowledge 

of information. Regarding learning, the Google search engine digital media can help optimize the 

quality of early adolescent information knowledge. Knowledge to obtain information in early 

adolescents aged 11-12 years enters the concrete operational stage, Piaget stated that this concrete 

operational stage is characterized by the development of a system of thought based on logical rules. 

These concrete skills refer to the ability to use tools starting from perception, readiness, 

imitation, real, can be seen and heard, at this concrete operational stage it can be seen that early 

adolescent digital literacy skills in using digital media to seek information knowledge, to the stage 

of presenting, preparing , imitating what is seen and heard in searching for knowledge of 

information on digital media without considering critically the good and bad knowledge of the 

information for consumption. 

 
2 Iswan Iswan and Herwina Bahar, “Penguatan Pendidikan Karakter Perspektif Islam Dalam Era Millenial IR. 

4.0,” in Prosiding Seminar Nasional Pendidikan, vol. 1, 2018. 
3 Qory Qurratun A’yuni, “Literasi Digital Remaja Di Kota Surabaya: Studi Deskriptif Tentang Tingkat 

Kompetensi Literasi Digital Pada Remaja Smp, Sma Dan Mahasiswa Di Kota Surabaya” (UNIVERSITAS 
AIRLANGGA, 2015). 



 
 

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In this study, the author aims to determine the effect of cognitive competence on digital 

literacy skills of early adolescents, and the levels of cognitive competence C1, C2, and C3 which 

are the highest and affect digital literacy skills. The reason the researchers conducted this research 

was due to the rapid access to the internet among students and not all students had sufficient 

competence in using digital media. In previous research, digital literacy was carried out at the level 

of adolescent digital literacy competence in the city of Surabaya based on aspects of internet search, 

hypertext guidance, evaluation of information content and preparation of knowledge. 

The solution to the problems raised in this study can be solved by the help of the teacher 

so that early adolescents are told more effective ways to filter information on their use using 

keywords, and for parents, play a role in accompanying and limiting then checking the list of 

information search history on early adolescent smart phones. to control usage and direct early 

adolescents to use an information search engine (google) with appropriate needs, namely related 

to learning and adding positive insights. 

 

Cognitive Compentency 

1. Competence 

competence is a characteristic of the work ability of each individual which includes aspects 

of knowledge, skills and work attitudes in a job related to performance effectiveness which can 

be seen from the style of action, behavior and thinking4  

2. Cognitive Competence 

competence or cognitive ability is the ability of the brain's thinking process to collect 

knowledge and information through one's own experience by regulating cognitive activities 

including the use of existing concepts and rules. The cognitive domain involves knowledge and 

intellectual skills. There are six main categories of cognitive processes, ranging from the 

simplest to the most complex, that is the cognitive bloom taxonomy (Benyamin, 2011). 

Benjamin S Bloom has developed a "taxonomy" for the cognitive domain. Cognitive 

taxonomy is a method of making a sequence of thoughts from the basic stage towards a higher 

level of mental activity, with the following six stages: 

1) Knowledge (knowledge) is a person's ability to recall (recall) or recognize again about names, 

terms, ideas, symptoms, formulas and so on, without expecting the ability to use them. This 

knowledge or memory is the lowest thought process. 

2) Comprehension (comprehension) is a person's ability to understand or understand something 

after something is known and remembered. In other words, understanding is knowing about 

something and being able to see it from various angles. Students said to understand something 

if they can provide an explanation or give a more detailed description of it using their own 

words. Comprehension is a level of thinking ability which is one level higher than memory or 

memorization. 

3) Application is a person's ability to apply or use general ideas, procedures or methods, principles, 

formulas, theories and so on, in new and concrete situations. This application or application is 

a thought process at a higher level of understanding. 

 

 
4 Michael Eraut, “Concepts of Competence,” Journal of Interprofessional Care 12, no. 2 (1998): 127–139, 

http://dx.doi.org/10.3109/13561829809014100; Françoise Delamare Le Deist and Jonathan Winterton, “What Is 
Competence?,” Human Resource Development International 8, no. 1 (2005): 27–46, 
http://dx.doi.org/10.1080/1367886042000338227. 



 
 

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Digital Literacy Skills 

1. Literacy 

literacy is the ability to read and write then develop along with the rapid development of 

technology into multiliteration where multiliteration is the skill of using various ways to express 

and understand information using symbols and multimedia forms on digital devices 5 . 

After a general introduction to the basic concept of 'literacy', which has been expanded to 

include newer forms of literacy, it is more suitable for complex information environments. 

Some of them, for example libraries, media and computer literature, are mostly based on general 

concept skills, such as information literacy and digital literacy which are based on knowledge of 

digital literacy skills 6 

2. Digital Literacy Skills 

Digital literacy can be defined as literacy or the ability to read, write and listen to text with 

the ability to use digital 7. 

Another opinion states that digital literacy skills are not only the ability to read and write 

but the ability to listen, read, see, speak, write, create and reflect increasingly complex and 

sophisticated information by combining writing and speech in an informational text 8. Digital 

literacy is very important to increase effectiveness or more efficient performance in learning 

digital literacy skills (Emerald Group Publishing Limitied, 2010) 9. 

Digital literacy skills can link critical literacy to digital use activities so that students are 

ready to interact in the global world in using digital tools to find information outside academics 
10. 

 
5 Pirjo Kulju et al., “A Review of Multiliteracies Pedagogy in Primary Classrooms,” Language and Literacy 20, no. 

2 (2018): 80–101, http://dx.doi.org/10.20360/langandlit29333; Robyn Henderson, “Classroom Pedagogies, Digital 
Literacies and the Home-School Digital Divide,” International Journal of Pedagogies and Learning 6, no. 2 (2011): 152–161, 
http://dx.doi.org/10.5172/ijpl.2011.152. 

6 David Bawden, “Information and Digital Literacies: A Review of Concepts,” Journal of Documentation 57, no. 2 
(2001): 218–259, http://dx.doi.org/10.1108/eum0000000007083. 

7 Michelle M Neumann, Glenn Finger, and David L Neumann, “A Conceptual Framework for Emergent Digital 
Literacy,” Early Childhood Education Journal 45, no. 4 (2016): 471–479, http://dx.doi.org/10.1007/s10643-016-0792-z; 
David C Caverly et al., “Identifying Digital Literacies to Build Academic Literacies,” Journal of College Reading and 
Learning 49, no. 3 (2019): 170–205, http://dx.doi.org/10.1080/10790195.2019.1638218; Julian McDougall, Mark 
Readman, and Philip Wilkinson, “The Uses of (Digital) Literacy,” Learning, Media and Technology 43, no. 3 (2018): 263–
279, http://dx.doi.org/10.1080/17439884.2018.1462206; Julian McDougall et al., “Digital Literacy, Fake News and 
Education / Alfabetización Digital, Fake News y Educación,” Cultura y Educación 31, no. 2 (2019): 203–212, 
http://dx.doi.org/10.1080/11356405.2019.1603632. 

8 Maureen Walsh, “Multiliteracies, Multimodality, New Literacies and …. What Do These Mean for Literacy 
Education?,” International Perspectives on Inclusive Education (Emerald Publishing Limited, 2017), 
http://dx.doi.org/10.1108/s1479-363620170000011002. 

9 Sedat Akayoglu et al., “Digital Literacy Practices of Turkish Pre-Service EFL Teachers,” Australasian Journal of 
Educational Technology (2020), http://dx.doi.org/10.14742/ajet.4711; Walsh, “Multiliteracies, Multimodality, New 
Literacies and …. What Do These Mean for Literacy Education?”; The Meanings of Dress, The Meanings of Dress, 2019; 
Irena Y Maureen, Hans van der Meij, and Ton de Jong, “Supporting Literacy and Digital Literacy Development in 
Early Childhood Education Using Storytelling Activities,” International Journal of Early Childhood 50, no. 3 (2018): 371–
389, http://dx.doi.org/10.1007/s13158-018-0230-z; Neumann, Finger, and Neumann, “A Conceptual Framework 
for Emergent Digital Literacy.” 

10 Natalie Amgott, “Critical Literacy in #DigitalActivism: Collaborative Choice and Action,” The International 
Journal of Information and Learning Technology 35, no. 5 (2018): 329–341, http://dx.doi.org/10.1108/ijilt-05-2018-0060; 
Michele Garabedian Stork et al., “Embracing the Power of Digital in Literacy Education: Evaluating the Effectiveness 
of Digital Activities,” Journal of Formative Design in Learning 2, no. 2 (2018): 82–101, http://dx.doi.org/10.1007/s41686-
018-0022-8; Akayoglu et al., “Digital Literacy Practices of Turkish Pre-Service EFL Teachers”; Katherine Cook et al., 
“Teaching Open Science: Published Data and Digital Literacy in Archaeology Classrooms,” Advances in Archaeological 
Practice 6, no. 2 (2018): 144–156, http://dx.doi.org/10.1017/aap.2018.5. 



 
 

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Digital literacy is used in education, where elementary school students, especially early 

adolescents, use digital to foster meaningful experiences with all students in all environments 

in seeking information both in the scope of school, class, and home 11. 

Opportunities to teach and learn with new literacy help early adolescents bridge technical 

skill gaps, and benefit social relationships in digital communities and bridge digital literacy 

experiences for elementary students to be more critical of existing information within the 

school environment and outside of school 12.  So to present the necessary skills the concept of 

digital literacy skills put forward 13 concerns the following aspects: 

a. Knowledge assembly, that is the ability to build information from various reliable sources. 

b. The ability to present information including critical thinking in understanding information 

with awareness of the validity and completeness of sources from the internet 

c. Ability to read and understand non-sequential and dynamic information material 

d. Awareness of the importance of conventional media and linking it to networked media 

(internet) 

e. Awareness of access to networks of people who can be used as a source of referrals and 

help 

f. Use filters for incoming information 

g. Feel comfortable and have access to communicate and publish information. 

If you look at the opinion of Bawden14 above, digital literacy is more associated with 

technical skills in accessing, arranging, disseminating information. 

 

Method 

This study utilized a survey research design to explore the digital literacy skills of early 

adolescents, specifically focusing on the cognitive competence levels of grade V students. The 

study was conducted in three elementary schools in the Pondok Betung area, namely SDN Pondok 

Betung 01, SDN Pondok Betung 02, and SDN Pondok Betung 04. A simple random sampling 

technique was employed to select the participants, ensuring that every student in the targeted 

population had an equal chance of being included in the study. 

 

Participants 

The study targeted 125 grade V elementary school students from the three selected 

schools. These students were aged between 11 and 12 years old, representing the early adolescent 

group. The sample size was chosen to ensure a sufficient number of participants to achieve 

 
11 Chrystine Mitchell and Jennifer Dandridge Turner, “Only One IPad: Preparing Pre-Service Teachers to Teach 

Digital Literacies in Under-Resourced Elementary Schools,” Best Practices in Teaching Digital Literacies (Emerald 
Publishing Limited, 2018), http://dx.doi.org/10.1108/s2048-045820180000009004; Caverly et al., “Identifying 
Digital Literacies to Build Academic Literacies”; McDougall et al., “Digital Literacy, Fake News and Education / 
Alfabetización Digital, Fake News y Educación”; Nisaul Barokati Seliro Wangi, M Hafidh Nashrullah, and Muh Barid 
Nizarudin Wajdi, “Digital Era’s Education and Aplication in Higher Education,” EDUTEC: Journal of Education And 
Technology 1, no. 2 (2018): 119–128. 

12 Jessica S Mitchell, Rachael F Thompson, and Rebecca S Anderson, “Understanding a Digital Writing Cycle: 
Barriers, Bridges, and Outcomes in Two Second-Grade Classrooms,” Literacy Research, Practice and Evaluation (Emerald 
Group Publishing Limited, 2016), http://dx.doi.org/10.1108/s2048-045820160000007009; Joy Myers and Melissa 
Adams-Budde, “Teaching Literacy in the Digital Age: Inspiration for All Levels and Literacies,” International Review of 
Education 63, no. 5 (2017): 769–772, http://dx.doi.org/10.1007/s11159-017-9649-y; Neumann, Finger, and Neumann, 
“A Conceptual Framework for Emergent Digital Literacy.” 

13 Bawden, “Information and Digital Literacies: A Review of Concepts.” 
14 Ibid. 



 
 

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statistically meaningful results while maintaining practicality in terms of data collection. Simple 

random sampling was used to select participants, where the researchers assigned a number to each 

student, written in two different colors (red and black). The numbers were shuffled, and students 

randomly selected one of the numbers to determine their inclusion in the sample. This method 

helped eliminate any bias in the selection process, providing a representative sample of the student 

population. 

 

Data Collection Methods 

Data were collected through the administration of a questionnaire, which was designed to 

assess the students' digital literacy skills and cognitive competence levels. The questionnaire 

consisted of multiple-choice questions and Likert-scale items, focusing on students' ability to use 

digital tools for information retrieval, critical thinking skills, and their general approach to using 

digital media for educational purposes. The questionnaire was divided into two main sections: 

1. Digital Literacy Skills: This section assessed the students' proficiency in using digital media 

for academic purposes, including searching for information, evaluating sources, and 

integrating knowledge from digital platforms. 

2. Cognitive Competence: Based on Bloom’s Taxonomy (Benyamin, 2011), this section 

evaluated the students' cognitive abilities across three levels—C1 (Knowledge), C2 

(Comprehension), and C3 (Application). These levels correspond to the students’ capacity 

to recall, understand, and apply knowledge, respectively. 

The questionnaires were distributed to the selected students, and they were instructed to 

complete them under the supervision of the researchers. The data collection process was 

conducted over a period of two weeks, ensuring ample time for students to respond thoughtfully 

to the questions. 

 

Data Analysis Procedures 

The data collected from the questionnaires were analyzed using both descriptive statistics 

and inferential statistics to explore the relationship between cognitive competence and digital 

literacy skills. The analysis followed these steps: 

1. Data Cleaning: The responses from the questionnaires were reviewed to ensure 

completeness and accuracy. Any incomplete or inconsistent responses were excluded from 

the final dataset. 

2. Descriptive Statistics: Basic statistical measures such as frequency distributions, mean 

scores, and standard deviations were computed to summarize the students’ responses on 

both digital literacy skills and cognitive competence levels. 

3. Inferential Statistics: To assess the relationship between cognitive competence and digital 

literacy skills, correlation analysis was performed. This method allowed the researchers to 

examine whether higher cognitive competence (specifically C1, C2, and C3 levels) was 

associated with better digital literacy skills. Regression analysis was also employed to 

predict the extent to which cognitive competence influences digital literacy proficiency. 

The results of the data analysis were presented in tables and graphs to provide a clear 

visualization of the relationships and trends identified. The analysis was performed using SPSS 

(Statistical Package for the Social Sciences) software, which is widely used in educational research 

for its ability to perform complex statistical procedures efficiently. 

 



 
 

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Limitations of the Study 

Several limitations must be acknowledged in this study. First, the sample size of 125 

students, while adequate for a preliminary study, may not fully represent the broader population 

of early adolescents across the country. As the study was conducted in only three schools in the 

Pondok Betung area, the findings may not be generalizable to other regions with different socio-

economic backgrounds or educational systems. Additionally, since the data were collected using 

self-reported questionnaires, there is a potential for response bias, as students may have 

overestimated or underestimated their digital literacy skills. 

Another limitation is that the study only focused on students' self-reported abilities to use 

digital media. Future research could incorporate more direct assessments of students' digital 

literacy skills, such as practical tasks or performance-based tests, to provide a more accurate picture 

of their capabilities. 

 

Reliability and Validity 

To ensure the reliability and validity of the instruments used in this study, the questionnaire 

was pre-tested on a small group of students who were not part of the main study sample. The 

results of the pre-test were used to refine the wording and structure of the questions, ensuring 

clarity and relevance. The Cronbach's alpha coefficient was calculated to assess the internal 

consistency of the questionnaire, with a value above 0.70 indicating acceptable reliability (Tavakol 

& Dennick, 2011). 

Additionally, face validity and content validity were established by consulting with experts 

in digital literacy and cognitive development. These experts reviewed the questionnaire to ensure 

that it accurately measured the intended constructs—digital literacy skills and cognitive 

competence—based on established frameworks. 

 

Result and Discussion 

Based on the research findings, the cognitive competency levels of C1, C2, and C3 that 

have the most influence on digital literacy skills can be seen in the following percentage diagram: 

 

Illustrations 

 

 

Fig 1. (a) Percentage of Competency / Cognitive Ability Bar Charts on Digital Literacy Skills 



 
 

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The level of cognitive competence towards early adolescent digital literacy skills with a 

knowledge level of C1 of 97.0% at this stage shows the concept of digital literacy skills of early 

adolescents in remembering and storing information is very good, understanding C2 is 80.3%, this 

stage shows the concept of digital literacy skills Early adolescents understand and choose good 

information, the C3 application is 89.0%, indicating that the concept of early adolescent digital 

literacy skills in the application (use) of information is quite good 

 

Fig 2. (b) simple regression curve 

Table 1 Reliability Test and Prerequisite Analysis of the Effect of Cognitive Competence on 

Digital Literacy Skills 

Reliability> 0.7 Normality 
Sig> 0.05 (Normal) 

Homogeneity 
Sig> 0.05 

(Homogeneous) 

Simple Regression 

The result of the 
reliability test on 
the effect of 
cognitive 
competence on 
digital literacy 
skills in early 
adolescents is 
0.754 

The results of the 
normality test using 
Kolmogorov Smirnov 
obtained results 0.11 
significance value> 
0.05 so that 0.11> 0.05, 
it can be concluded 
that the residual value 
is normally distributed 

The results of the 
normality test using 
the levene test 
resulted in a 
significant value of 
0.76> 0.05 so that 
0.76> 0.05, it was 
concluded that all 
variables were 
homogeneous. 

Based on the 
significance value of 
the coefficients 
table, it is obtained 
a significance value 
of 0.000 less than 
0.05 
(0,000 <0.05) so it 
can be concluded 
that the cognitive 
competency variable 
(X) affects digital 
literacy skills (Y). 
The correlation 
value / relationship 
(R) is 0.990. From 
this output, the 
coefficient of 
determination (R 
square) is 0.979. 

 

 

 



 
 

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Discussion 

The results of this study provide compelling evidence that cognitive competence levels (C1, 

C2, and C3) play a significant role in shaping the digital literacy skills of early adolescents. The data 

revealed that cognitive competencies, particularly at the levels of knowledge (C1), comprehension 

(C2), and application (C3), have a substantial impact on students’ abilities to engage with digital 

media effectively. This discussion will analyze these findings in comparison to existing literature, 

integrating the cognitive development theory and digital literacy frameworks to provide a deeper 

understanding of the implications for educational practice and future research. 

 

Cognitive Competence and Digital Literacy Skills 

The findings of this study align with Bloom’s Taxonomy of cognitive development, which 

classifies cognitive processes from simple recall of facts (C1) to more complex processes like 

comprehension (C2) and application (C3) (Bloom, 1956). In the context of digital literacy, early 

adolescents demonstrated strong performance in C1 (Knowledge), with a high percentage of 

97.0% indicating that they excel at remembering and storing information from digital media. This 

result is consistent with previous research that highlights the importance of foundational 

knowledge in digital literacy 15. The strong performance at this stage suggests that early adolescents 

have a solid grasp of basic information retrieval processes, a critical skill for navigating digital 

platforms effectively. 

However, while the students performed excellently at C1, the C2 (Comprehension) level 

revealed a slightly lower percentage of 80.3%, indicating that while students can understand and 

choose appropriate information, they may struggle to fully grasp the nuances of digital content. 

This finding resonates with studies by Ferrés & Masanet 16, who argue that comprehension of 

digital information involves more than just retrieving data—it requires the ability to critically assess 

and interpret digital content. The performance at this level reflects a developing capacity for critical 

thinking, which is essential in a digitally saturated world where the volume of information can be 

overwhelming. 

The C3 (Application) level showed a solid percentage of 89.0%, signifying that students are 

fairly proficient in applying the information they have learned through digital media in practical 

contexts. This aligns with the view by Henderson 17, who suggests that digital literacy involves not 

only the ability to access information but also the capability to use that information effectively in 

real-world scenarios. These results suggest that while early adolescents can apply digital knowledge 

in specific contexts, further development of critical thinking and decision-making skills is necessary 

to ensure that they use digital tools ethically and responsibly. 

 

Cognitive Competence and Digital Literacy: Regression Analysis 

The simple regression analysis conducted on the data revealed a significant relationship 

between cognitive competence and digital literacy skills. The correlation value (R) of 0.990 is 

 
15 Siti Masitoh, “Blended Learning Berwawasan Literasi Digital Suatu Upaya Meningkatkan Kualitas 

Pembelajaran Dan Membangun Generasi Emas 2045,” Proceedings of the ICECRS 1, no. 3 (2018), 
http://dx.doi.org/10.21070/picecrs.v1i3.1377; Neumann, Finger, and Neumann, “A Conceptual Framework for 
Emergent Digital Literacy.” 

16 Joan Ferrés, Maria-Jose Masanet, and Julio-César Mateus, “Three Paradoxes in the Approach to Educational 
Technology in the Education Studies of the Spanish Universities,” International Journal of Educational Technology in Higher 
Education 15, no. 1 (2018), http://dx.doi.org/10.1186/s41239-018-0097-y. 

17 Henderson, “Classroom Pedagogies, Digital Literacies and the Home-School Digital Divide.” 



 
 

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exceptionally high, suggesting a near-perfect positive relationship between the two variables. This 

is further supported by the coefficient of determination (R square) value of 0.979, which indicates 

that cognitive competence accounts for nearly 98% of the variance in digital literacy skills. These 

findings are consistent with McDougall et al. 18, who emphasize that cognitive abilities, particularly 

comprehension and application, are crucial for developing robust digital literacy skills. The strong 

statistical relationship indicates that as cognitive competence improves, so too do the digital 

literacy skills of early adolescents. 

The reliability test score of 0.754 confirms that the instrument used to measure cognitive 

competence and digital literacy was reliable, with an acceptable level of internal consistency 19. 

Additionally, the normality and homogeneity tests confirmed that the data were suitable for 

regression analysis, as evidenced by the significance values (p > 0.05) obtained for the 

Kolmogorov-Smirnov test and Levene's test. These results validate the robustness of the analysis 

and the applicability of the findings to the broader context of early adolescent education. 

 

Implications for Practice 

The findings from this study have significant implications for educational practice, 

particularly in the development of digital literacy curricula. Since cognitive competence, especially 

at the C1, C2, and C3 levels, plays a pivotal role in enhancing digital literacy skills, educators should 

focus on fostering these competencies in early adolescents. Specifically, educators should create 

learning environments that not only encourage the retrieval of digital information but also promote 

critical thinking and the application of knowledge in practical contexts. 

For instance, teacher-guided activities could be designed to help students move beyond basic 

information retrieval and engage in tasks that challenge them to critically analyze digital content. 

These activities could involve problem-solving tasks, digital storytelling, or online research 

projects, which require students to apply their cognitive skills in a real-world digital context. This 

approach aligns with the ideas presented by Bawden 20, who suggests that digital literacy should 

involve not only technical skills but also critical thinking and problem-solving capabilities. 

Additionally, the findings highlight the importance of fostering collaborative learning 

environments, where students can interact with peers to share ideas and evaluate digital 

information together. This approach can help enhance comprehension (C2) and application (C3) 

skills, encouraging students to move from passive consumers of information to active participants 

in the digital world. 

While the findings of this study are promising, several limitations should be considered. The 

sample size of 125 students, though adequate for preliminary analysis, may not be representative 

of the broader population of early adolescents. Future research could expand the sample to include 

students from different geographical locations or socio-economic backgrounds to examine 

whether the relationship between cognitive competence and digital literacy skills holds across 

diverse contexts. 

Moreover, future studies could explore the impact of specific teaching interventions aimed 

at enhancing C2 (Comprehension) and C3 (Application) levels, as these competencies showed 

 
18 McDougall, Readman, and Wilkinson, “The Uses of (Digital) Literacy.” 
19 M Tavakol and R Dennick, “Making Sense of Cronbach’s Alpha,” International journal of medical education 2 

(2011): 53–55, https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85028506646&doi=10.5116%2Fijme.4dfb.8dfd&partnerID=40&md5=3b6332006bbf40a020e7428acf849533. 

20 Bawden, “Information and Digital Literacies: A Review of Concepts.” 



 
 

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slightly lower performance compared to C1 (Knowledge). Experimental studies that compare 

students who receive targeted instruction in these areas with a control group would provide 

valuable insights into effective teaching strategies for enhancing digital literacy. 

In addition, future research could investigate the long-term impact of digital literacy on 

students' academic performance and social engagement. Given the growing importance of digital 

literacy in the modern world, it would be valuable to explore how early digital literacy skills 

influence students' ability to succeed in higher education and their preparedness for the workforce. 

This study demonstrates that cognitive competence—particularly in the areas of knowledge 

recall, comprehension, and application—significantly impacts the digital literacy skills of early 

adolescents. The results suggest that educators must focus on enhancing these cognitive 

competencies to help students navigate and critically engage with the vast amounts of information 

available on digital platforms. As digital literacy continues to be a critical skill for success in the 

21st century, educational systems must prioritize its development, ensuring that students are 

equipped with both the technical and critical thinking skills needed to thrive in an increasingly 

digital world. 

 

Conclusion 

The findings of this study underscore the critical role of cognitive competence in shaping 

digital literacy skills among early adolescents. The analysis reveals a statistically significant 

relationship between cognitive competencies (C1, C2, C3) and digital literacy skills, with a 

significance value of 0.000 (p < 0.05), demonstrating that cognitive competence significantly 

influences students' abilities to engage with and utilize digital media effectively. This relationship 

suggests that as students' cognitive abilities in knowledge, comprehension, and application 

improve, so too does their proficiency in navigating and critically assessing digital content. 

Furthermore, the R Square value of 97.9% indicates that cognitive competence accounts for 

a large proportion of the variance in digital literacy skills, highlighting the importance of fostering 

cognitive development in early adolescents to enhance their digital literacy. This strong effect aligns 

with existing research which emphasizes the interconnectedness of cognitive development and 

digital literacy . These results suggest that interventions aimed at improving cognitive skills, 

especially at the foundational knowledge (C1) level, can significantly boost students' ability to use 

digital media for learning and personal growth. 

Among the cognitive competencies, C1 (Knowledge) was found to have the most profound 

effect on digital literacy skills, with an R Square value of 97.0%. This indicates that students who 

excel in recalling and understanding information from digital platforms are better positioned to 

develop strong digital literacy skills. The finding aligns with Bloom's Taxonomy (Bloom, 1956), 

where foundational knowledge serves as the building block for higher cognitive processes such as 

comprehension and application. This suggests that educational strategies focusing on enhancing 

memory recall and understanding could be pivotal in fostering effective digital literacy skills in 

early adolescents. 

These findings have important implications for both educators and policymakers. Firstly, 

educators should focus on enhancing the C1 (Knowledge) level of cognitive competence among 

early adolescents, as it significantly contributes to the development of digital literacy skills. 

Teachers can implement strategies that promote active learning, information retrieval, and 

knowledge organization, which are essential for improving students' ability to engage with digital 

content. Incorporating more interactive digital tools and resources into the curriculum can also 



 
 

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help students strengthen their foundational knowledge and develop a deeper understanding of 

how to use digital media effectively. 

Additionally, schools should prioritize critical thinking and information evaluation within 

digital literacy curricula, ensuring that students are not only adept at accessing information but also 

capable of assessing its credibility and relevance. As digital media becomes increasingly prevalent, 

it is crucial to equip students with the skills necessary to navigate the complexities of the digital 

world. 

Future research could further investigate the longitudinal impact of cognitive competence on 

digital literacy, exploring how cognitive development at different stages of education influences 

students' ability to engage with digital media over time. Additionally, studies could examine how 

specific teaching interventions targeting cognitive competence (such as memory-enhancement 

techniques or critical thinking exercises) impact digital literacy skills in diverse student populations. 

Research could also extend the findings of this study by exploring the role of socio-economic 

factors and cultural contexts in shaping digital literacy, particularly in regions with varying access 

to technology. 

Finally, while this study highlights the importance of cognitive competence in digital literacy, 

future studies might explore multidimensional approaches to digital literacy, including emotional 

intelligence, social media literacy, and ethical considerations in digital engagement. This would 

provide a more comprehensive understanding of the skills necessary for effective digital 

participation and create a more holistic framework for educating digitally literate citizens. 

The study underscores the significant role of cognitive competence, particularly C1 

(Knowledge), in enhancing digital literacy skills among early adolescents. By fostering cognitive 

skills in the areas of knowledge recall and comprehension, educators can help students navigate 

and critically engage with the digital world. As digital media continues to evolve, it is essential to 

integrate these findings into educational practices and policies to ensure that students are equipped 

with the necessary skills to succeed in an increasingly digital society. 

 

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