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Showing 2 articles found for "Cybergogy"
International Journal of Social Science, Education, Communication and Economics (Vol. 3, No. 6, 2025)

Application of Cybergogy Assisted E-Module to Train Digital Literacy: Studies in Junior High School Students

Ramadhani, Novitasari, Subekti, Hasan
Abstract: This study aims to describe the influence of the application of e-module-assisted cybergogy to train students digital literacy. The development of information technology with the industrial revolution 4.0 in the era of digital… igital society 5.0 is very important to train digital literacy. The learning process is hampered due to low interest in reading and literacy, as evidenced by the low results of the 2022 PISA survey. The cognitive results of the daily test showed that only 50% of students completed using the lecture learning method and printed teaching materials. This research is a type of experimental research with a quasi-quantitative research method. This study uses a pre-experimental design experiment design in the form of a one-shot case study design. This research is located at SMP Negeri 1 Bagor. The source of the data is 32 students in class VIII-D. Data on students digital literacy skills were obtained from posttest scores. The research instrument used is a digital literacy ability test. This study uses data analysis techniques in the form of a descriptive statistical test method. The results of the study show that the application of cybergogy assisted by e-modules is effective in training students digital literacy.
Global Research Application Cybergogy Assisted Module Train Digital Literacy Studies Junior High School Students
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International Journal of Social Science, Education, Communication and Economics (Vol. 4, No. 3, 2025)

Cybergogy-Assisted E-Module to Boost Middle Schoolers’ Digital Literacy in the Mixture Separation Topic

Ramadhani, Novitasari, Subekti, Hasan
Abstract: This study aims to describe the effect of a cybergogy-based approach supported by an e-module in fostering students’ digital literacy on the topic of mixture separation. Motivated by the demands of Industry 4.0/Society 5.0&#8230; 5.0 and low literacy outcomes (e.g., PISA 2022) as well as preliminary findings at SMP Negeri 1 Bagor—where only 50% of students surpassed the Minimum Mastery Criterion (KKM) of 70 in science—the research employed a pre-experimental one-shot case study design with 32 Grade VIII-D students. Digital-literacy performance was measured through a verified posttest and analyzed descriptively and inferentially. Shapiro–Wilk testing indicated non-normality, so a Wilcoxon test was conducted against the KKM benchmark. The mean posttest score was 82.28 (min 75.00; max 91.66), with average achievement across components of 79% (high category); hypertext navigation was the strongest component (94%, very high), while content evaluation was the weakest (64%, high). The Wilcoxon test yielded Asymp. Sig (2-tailed) < 0.001, indicating a significant improvement relative to the benchmark. These findings suggest that the cybergogy-assisted e-module is effective for cultivating students’ digital literacy in mixture separation, with device-access constraints noted as a practical limitation for future implementations.
Global Research Cybergogy Assisted Module Boost Middle Schoolers Digital Literacy Mixture Separation Topic
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