International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol 16 No 22 (2022) Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding https://doi.org/10.3991/ijim.v16i22.34151 Citra Ayu Dewi1(), Nurdianti Awaliyah2, Nurin Fitriana3, Satya Darmayani4, Nasrullah5, Jan Setiawan6,8, Irwanto Irwanto7 1 Universitas Pendidikan Mandalika, Mataram, Indonesia 2 Universitas Muhammadiyah Pontianak, Pontianak, Indonesia 3 Universitas Wisnuwardhana Malang, Malang, Indonesia 4 Politeknik Kesehatan Kendari, Kendari, Indonesia 5 Universitas Islam Negeri Alauddin Makassar, Makassar, Indonesia 6 Universitas Pamulang, Tangerang Selatan, Indonesia 7 Universitas Negeri Jakarta, Jakarta, Indonesia 8 National Research and Innovation Agency, Tangerang Selatan, Indonesia ayudewi_citra@undikma.ac.id Abstract—Digital literacy is critical in the current era of digitalization. Therefore, students are required to be digitally literate. This study aims to im- prove students’ digital literacy using an android-based e-module in chemical bonding. This study used a quasi-experimental method with a pre-experimental design that included a pretest and posttest for one group. For this study, 70 pre- service teachers (10 males and 60 females) from the Department of Chemistry Education at a private university in Indonesia were recruited. The Digital Liter- acy Questionnaire (DLQ) was used to measure students’ digital literacy. To an- alyze the data, we used paired t-tests and N-gain. The results indicated a signifi- cant increase in digital literacy scores before and after treatment. Thus, it can be concluded that using an android-based e-module significantly enhances stu- dents’ digital literacy on chemical bonds. Due to its effectiveness, we recom- mend teachers use this e-module to elevate students’ academic performance, in general, in chemistry. Keywords—mobile learning, e-module, digital literacy, chemical bonding 1 Introduction Digital literacy is the ability to find and share information using digital tools. High- level critical thinking skills including probing, inquiring, problem-solving, and decid- ing are required for digital literacy [1]. Being digitally literate does not imply that you can use technology at a high level. Consequently, the ability to summarize, synthe- size, produce, and display knowledge and accurately access information stored in virtual environments is expected of digitally literate individuals. Digitally literate individuals gain skills such as using the information they receive, transferring it, and iJIM ‒ Vol. 16, No. 22, 2022 191 https://doi.org/10.3991/ijim.v16i22.34151 Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding critically assessing their knowledge [2]. Individuals who possess these abilities gain an advantage over others over time. For example, when we look at job advertisements in various sectors, we often see expressions such as mastered office programs, analyt- ical thinking, and so on, which indicate digital literacy. In this case, one of the must-have aspects today is digital literacy. Digital literacy has a fundamentally important role in improving technology. It is essential in today’s world to be able to use digital gadgets like computers and cell phones [3]. This con- text cannot overstate the importance of digital literacy and capability. Digital literacy can be defined as individuals’ knowledge, attitudes, and skills to use digital tools appropriately and facilities that assist in locating, accessing, managing, integrating, evaluating, analyzing, and synthesizing digital resources for constructive social action [4]. In terms of teaching and learning, digital media has a particular benefit over other teaching and learning methods [5]. Several worldwide experts, such as America, Eu- rope, Australia, Asia, and Africa, and various figures conducted the digital literacy survey, including David Bawden, Gloria E. Jacobs, Sonia Livingstone, Guy Mer- chant, to EszterHargittai. This suggests that the field of digital literacy is quite inter- esting in encouraging experts to work together to develop digital literacy studies [6]. The Indonesian Internet Service Association (IISA) indicated that internet develop- ments in Indonesia now have a favorable effect. The poll showed that Internet use in Indonesia increased to 143. 26 million out of 262 million people in Indonesia from 132. 7 million in 2018. From 2019 to 2020, IISA will develop in Indonesia to provide 10-20 Mbps Internet access for metropolitan communities [7]. The high number of internet users in Indonesia is not necessarily in line with the quality of digital literacy of its people. According to the Economist Intelligence Unit [8], Indonesia ranks 61 st out of 100 countries below Singapore and Malaysia which rank 22nd and 33rd for in- ternet readiness and education level. Based on the results of research conducted by [9][10][11][31] shows that most stu- dents have low digital literacy in both media literacy, information literacy, and ICT literacy. The reason is that in the field of media literacy, it was revealed that teachers rarely use Information and Technology-based learning media, such as android-based e-modules [58][66][75][89][90]; this happens due to the lack of facilities and infra- structure available in learning media, and the lack of understanding and skills of teachers in designing android-based e-learning learning media. In the field of infor- mation literacy, the ability of teachers and school and campus library staff is currently inadequate [21][85]. In addition, the lack of quality teacher-student interaction in the learning process [12]. Students cheat on exams, play games, access malicious web- sites, and communicate online while in class if education is conducted online [13]. The low digital literacy in the education sector in Indonesia is currently driving sever- al government initiatives, such as the National Literacy Movement and the reintroduc- tion of ICT into school curricula. However, it has not been implemented effectively, focusing on improving students’ digital literacy. The Universitas Pendidikan Man- dalika has not attempted to map digital literacy competencies at the educator and student levels [51]. In other words, the Universitas Pendidikan Mandalika relies on ICT competencies obtained by students in high school. Digital literacy is a prerequi- 192 http://www.i-jim.org Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding site for students to fully participate in various systems that regulate personal and col- lective life, especially in the learning process in the 21st century. Thus, students need to acquire digital literacy skills or the ability to use digital technology [14]. With strong digital literacy, students can better protect themselves from the negative consequences of online learning [15]. [14] A strong understanding of how to use technology for information gathering, organization, coordination, and estimation is essential for students in today’s culture. [16] In today’s world, students must be able to use technology effectively for data collection, organizing, coordina- tion, and estimation. It is based on the fact that digital literacy can affect students’ educational outcomes and academic performance [17][18]. Azzahra and Amanta [8] state that digital literacy requires critical thinking to assess the material contained in digital media. Information and communication technology development due to media convergence is still developing in terms of digital literacy competence, which helps handle information in various digital sources [9]. Students need to be equipped with digital literacy because the tendency to operate technological problems in online- based chemistry learning can prevent students from negative influences when doing online activities. In this case, teachers must be able to apply various online learning strategies or media to reduce the harmful risks of online learning [19][20]. The study [51] shows that students are less interested in learning chemistry because they find it difficult to understand chemistry concepts and materials. Chemistry learning will be more exciting and easy to understand if there are teaching innovations using digital technology in its implementation [85]. One of the online learning media that is effectively applied to improve students’ digital literacy is an android-based e-module. Android-based e-modules are learning media that can provide opportunities for students to enhance their digital literacy, which is becoming increasingly important [86]. Teaching media in the form of an- droid-based e-modules can save students time accessing learning materials, provide solutions for students to use information and communication technology wisely, and offer space for students to learn independently, find the latest news and obtain helpful information to encourage different perspectives [87]. Android-based e-modules are considered very convenient to use in learning chemical bonding. This is because the concepts in learning chemical bonds that are abstract make it easier for students to learn it, especially the process of forming chemical bonds that cannot be seen with the naked eye but can be illustrated through android media in the form of an android- based e-module [21] [22]. Moreover, the android-based e-module is easily accessible [23] [24]. Mobile-assisted Android-based e-modules can contribute to self-taught support and train critical thinking concepts [25][26][27]. The presence of android- based e-modules can be an effective and fun alternative learning resource [28]. To make it easier for students to absorb the material presented, lecturers need to prepare teaching materials that are by the progress of the industrial revolution 4.0 era, namely: learning that can be delivered through the concept of e-learning in the form of digital electronics in the form of android-based e-modules [29][30]. Android-based e- modules facilitate students in education and can be used for self-study, which is prac- ticed anytime and anywhere [31][32][33]. iJIM ‒ Vol. 16, No. 22, 2022 193 Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding Therefore, it’s appropriate that Digital Literacy in higher educational institutions can become agents of change by implementing learning designs in digital form media to present engaging, contextual, and interactive materials, both audio and visual [34][35]. Using digital media in learning will lead to self-directed learning (SDL) for students to learn to solve problems and evaluate their thinking and performance to a given set of tasks. Many other scholars’ digital literacy research examines the influ- ence of student learning outcomes on digital literacy. Student motivation and cogni- tive development are discussed in this study, which focuses on digital literacy-based education and its effect on student motivation and cognitive outcomes [36][37]. Other research examines digital literacy and independent education in thesis students, where digital literacy significantly influences independent learning [38][39]. Therefore, the novelty of this study is to investigate the effect of using an android-based e-module to improve students’ digital literacy on chemical bonding. This study aims to improve students’ digital literacy through a chemistry e-module. The main research question posed in this study is as follows: Was there a significant increase in digital literacy after the intervention using Android-based e-modules? 2 Literature review 2.1 The importance of digital literacy for students Digital literacy is one of the markers to measure students’ ability to gain knowledge from the internet and computer resources [40]. One of the characteristics of digital literacy possessed by students is mastery of digital technology devices [51]. Digital literacy becomes better if it can be developed in real-life situations, especially in solving problems, including student assignments [85]. Digital literacy competence is essential because: a) emphasis on raising awareness of thinking in critically evalu- ating information; b) emphasis on improving the ability to create digital information; c) emphasis the mastery of other skills in the form of computers, the internet, text, media, visual, audio, or the web presented through digital technology devices [41][42]. Some of the results of the research show that e-learning, Google Classroom, social media, and mobile learning can help people learn how to use technology better [43][44][45][46][47]. 2.2 E-modules for Android as a learning tool for chemical bond These days, most modules are completed by printed means [48]. This format of the module is typically boring and unappealing to students [49]. One of the modules that students can be interested in is a module in an electronic format that can be used as an interactive media because it can be inserted by other media such as images, anima- tion, audio, and video [88]. E-modules are online learning resources with materials, methods, limits, and ways to test that are set up in a systematic and interesting way to help students get the skills they need for the curriculum [89]. E-modules become more attractive by equipping the use of android [86]. Android is a software stack 194 http://www.i-jim.org Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding system that is connected and distributed open source (open), consisting of an operat- ing system, middleware, and basic applications (critical applications) for smartphones and tablets [87]. To make up for textbooks’ flaws, the android-based e-module incor- porates multimedia (audio-visual integration in the form of video), is highly interac- tive, and uses multi-source learning (internet network connection) [89]. Several stud- ies show that e-modules built for the Android platform boost students’ motivation, understanding, and creativity in the classroom [88][89][90]. Learning chemistry bonds includes concepts of an abstract nature [50]. Most students have difficulty un- derstanding and studying chemical bonding material because of its submicroscopic characteristics [51]. As a result, e-modules built for the Android platform can aid students’ ability to conceptualize chemistry’s abstract principles. 3 Method 3.1 Research design The research is currently being conducted in March-May 2022 in the 2021/2022 school year. We used a quasi-experimental design in this study to investigate the influence of the use of Android-based e-modules to improve digital literacy on the topic of chemical bonding. Quasi-experimental is a research method that, in its implementation, does not use random assignments but uses existing groups [91]. The quasi-experimental is based on considerations so that in the performance of this research, learning takes place naturally, and students do not feel experimented so within such a situation; it is expected to contribute to the level of validity of the research. 3.2 Participants The sampling technique is convenience sampling, where samples are taken based on the availability of elements and the ease of getting them at the right place and time. In our selection, we recruited 70 students (10 male and 60 female) from the Department of Chemistry Education at a private university in Indonesia. The age range of the respondents is 17-19 years. They have enrolled in General Chemistry I, a compulsory course in the first year. All respondents are taught by a male lecturer with more than ten years of teaching experience. He earned his M.Ed in Chemistry Education from a local university. 3.3 Data collection instrument In this study, we developed the Digital Literacy Questionnaire (DLQ). This in- strument was adapted from [52], which consists of three subscales; technical skills, critical understanding, and communicative abilities (see Table 1). The indicators de- scribed from the subscale are constructed according to the operational definition and characteristics of the respondents, who are students. Based on the indicators that have iJIM ‒ Vol. 16, No. 22, 2022 195 Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding been constructed, several sub-indicators are obtained so that the appropriate statement items can be written. Therefore, the points of statement on this instrument also pay attention to the use of technology in the learning process carried out by students. The DLQ instruments that have been developed include 20 items on a Likert scale of 4, ranging from “4” always to “1” never. All items were positive. Examples of items in DLQ instruments are as follows: “I use educational games and digital books as learn- ing media”, “I use textbooks during learning”, and “I use android-based e-module during learning”. It took 40 minutes to complete this instrument. Table 1. Subscales of digital literacy Subscales Indicators of Digital Literacy Aspects Observed Technical Skills • Limited • Fluent • Active • Using only textbooks in learning activities • Utilizing digital media such as educational games and digital books as learning media • Can use several types of digital media Critical Understanding • Understand • Analyze • Evaluate • Digital media can help me understand the sub- ject matter chemistry bonding. • Students prefer to use printed books instead of using digital media • Using digital media can increase my interest in learning Communicative Abilities • Cooperation • Caution • Active participation • Through digital media, students can exchange ideas with friends about the chemistry bonding • Digital media makes it difficult for students to complete assignments • Students use digital media to discuss Through SPSS 20, this research validated the instrument used to assess students’ digital literacy. The results show that the 20 items are within the valid criteria, as shown in Table 2. Table 2. The instrument validity from digital literacy Items Pearson Correlation Sig. (2-tailed) Category 1 .655 .001 Valid 2 .865 .001 Valid 3 .483 .002 Valid 4 .565 .000 Valid 5 .551 .002 Valid 6 .566 .001 Valid 7 .566 .003 Valid 8 .555 .004 Valid 9 .541 .002 Valid 10 .554 .001 Valid 11 .583 .000 Valid 12 .627 .001 Valid 196 http://www.i-jim.org Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding 13 .682 .001 Valid 14 .746 .001 Valid 15 .552 .003 Valid 16 .876 .001 Valid 17 .516 .002 Valid 18 .656 .001 Valid 19 .544 .002 Valid 20 .521 .002 Valid The reliability coefficient of Cronbach’s alpha was found to be 0.80 with very high criteria, as shown in Table 3. Table 3. The instrument reliability from digital literacy Cronbach’s Alpha N of Items .80 20 3.4 Procedure The treatment was carried out for eight meetings (8 x 50 mins = 400 mins), includ- ing two meetings for the pretest and posttest and six meetings to study ionic bonds for three meetings and covalent bonds for three sessions. Beginning of the intervention, the lecturer made an apperception by asking: “Do you know what the nature of a compound is based on the bond?”. Then the lecturer presented an illustration as a case in the provided e-module. The lecturer asked students to discuss the issue that had been given and solve the problem in small groups. The lecturer encouraged students to present the results of their group discussions. Then, the lecturer reinforced the re- sults of the debate. Students were also asked to watch a video about the process of forming ionic bonds presented in the e-module (see Figure 1). The lecturer then asked the students to discuss developing experimental plans related to ionic bonds in collab- oration with their peers. The lecturer evaluated a project that the students had made. At the last meeting, students conducted experiments, and the lecturer guided students in conducting investigations on the identification of ionic compounds. The lecturer also directed students to reflect on the investigation processes that students have car- ried out. iJIM ‒ Vol. 16, No. 22, 2022 197 Paper—Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding Fig. 1. Screenshot of the e-module on chemical bonds 3.5 Data analysis The data were analyzed using prerequisite tests, namely the normality test to de- termine whether the distribution of the data to be analyzed was normally distributed and the homogeneity test to test the similarity of population variants that were nor- mally distributed. Based on the results of the analysis using the Kolmogorov-Smirnov Test, a significant value (p = 0.099) > 0.05, which means that the data is normally distributed, while the homogeneity test using Levene’s testwith a significant value (p = 0.328) > 0.05 which means homogeneous data. There is a difference in the average score from the pretest to the posttest using paired t-tests, while the N-gain test measures how much the digital literacy improvement score is between before and after the intervention. The calculation results obtained by the value are then in- terpreted into three categories, namely: Table 4. Gain value classification[92] Average Gain Criteria 0.00