The Relationship Between Digital Literacy and Prospective Teachers' Readiness to Design STEM Based on Local Wisdom
DOI:
https://doi.org/10.58737/jpled.v6i4.1829Keywords:
Digital Literacy, Prospective Teachers, Readiness, STEM, Local Wisdom, Elementary SchoolAbstract
This study aims to analyze the relationship between digital literacy and the readiness of prospective elementary school teachers to design STEM lessons based on local wisdom. The study employed a quantitative approach with a correlational design. The study sample consisted of 34 prospective elementary school teachers who completed a questionnaire; the data were analyzed using the Spearman’s rho correlation test with the aid of SPSS. The reliability analysis was conducted using Cronbach’s Alpha. Data analysis included the Shapiro-Wilk normality test and the Spearman’s rho correlation test because the digital literacy data were not normally distributed. The results showed a reliability coefficient of 0.920 for digital literacy and 0.908 for readiness. The normality test revealed a significance value of 0.001 for digital literacy and 0.444 for readiness. The Spearman correlation test yielded a coefficient of ρ = 0.669 with p < 0.001. Thus, there is a positive and significant relationship between digital literacy and the readiness of prospective elementary school teachers to design STEM learning based on local wisdom. These findings indicate that strengthening digital literacy needs to be part of the preparation of prospective teachers so that they are able to design learning that utilizes technology while linking learning to the context of local wisdom.
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