The online laboratory simulation with concept mapping and problem based learning (Ols-cmpbl): Is it effective in improving students’ digital literacy skills?

Abstract

Digital literacy skills of students in Indonesia are still very low. This study aims to examine the effectiveness of Online Laboratory Simulation with Concept Mapping and Problem-Based Learning model in improving students’ digital literacy skills. Specifically, the research objectives have been to explore the significant difference between students who learned through the PBL model, Online Laboratory Simulation with Problem-Based Learning (OLS-PBL) model, and Online Laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CMPBL) model. It is a quasi-experimental with pre and post-test design. The population of this research is students at Islamic State School Yogyakarta (MAN), Indonesia. There were 97 students of class XI science at Islamic State School 1 (MAN 1) as participant. The main data analyses used in this study were the paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study reveals that (1) The OLS-CMPBL group had a significant difference in the level of digital literacy skills (sig.0000); (2) the OLS-CMPBL was the most effective model to improve the skills with a gain score of.207 (low). Learning with the OLS-CMPBL model can be an alternative for policymakers and teachers to solve the problems of digital literacy.