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This research aims to describe and explain vi-learning-assisted socio-scientific issues implemented. That is to improve digital literacy capabilities. The participants of this study were 17 students of the Science Education Department who programmed the Household Chemistry course class of 2016 in the odd semester. The type of research used is descriptive quantitative. It uses one group of pre-test-post-test design. Data were analyzed descriptively using the Minitab program 16. The results of the research showed four digital skill indicators. There are reference search skills on student internet by 100%, hypertextual navigation by 25%, information content 56% and the ability to compile knowledge is still 0%, while the post-test results obtained 100% of the student's internet search skills, hypertextual navigation by 92%, information content 82% and the ability to compile knowledge 49%. The conclusion from this research is the vi-learning-assisted socio-scientific implementation to be able to improve digital literacy skills in prospective science teacher students.

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student