Open AccessThe Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment
Author(s) -
I Wayan Widana
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1503/1/012045
Subject(s) - literacy , mathematics education , vocational education , digital literacy , simple random sample , population , psychology , survey research , pedagogy , applied psychology , sociology , demography
Digital literacy and the ability to develop HOTS-based assessment are important competencies for teachers in industrial revolution 4.0. The purpose of this research is to determine the effect of digital literacy on the ability of teachers to develop HOTS-based assessment. This study is survey research. The population is senior high school and vocational high school mathematics teachers in Bali, West Nusa Tenggara, and East Nusa Tenggara provinces. Multistage random sampling technique is applied. The data is collected by using a questionnaire. It is analysed by using simple regression analysis methods. Data processing is carried out by using the SPSS 23.0 program with a significance level of alpha = 0.05. The results of data analysis show a value of F = 60.594 with a significance value 0.000 which means that digital literacy has a significant effect on the ability of teachers to develop HOTS-based assessment. The magnitude of the digital literacy influence on the ability of teachers to develop HOTS-based assessment is 13.2%. Thus, the ability of teachers to develop HOTS-based assessment can be influenced by other factors of 86.8%. The recommendation proposed is that further research is needed to reveal other variables that contribute on the ability of teachers to develop HOTS-based assessment.