CORRELATION BETWEEN DIGITAL LITERACY AND EMOTIONAL INTELLIGENCE ON UNDERSTANDING VISCOSITY STOKE'S METHOD AIDED BY VLAB AMRITA OLABS
DOI:
https://doi.org/10.15575/jotalp.v8i1.16426Keywords:
Correlation, Digital Literacy, Emotional Intelligence, Virtual LaboratoryAbstract
Digital literacy is an understanding of digital which is an ability that is very much needed in learning in the digital era or the 21st century. The use of technology or technology development is one of the things that can be used in digital literacy skills. The use of technology in education is the most important aspect of 21st-century learning because many students have started using technology, one of which is virtual-based laboratory activities. Not spared from digital literacy, a person's success in the 21st Century is determined by his emotional intelligence. About 80% of emotional intelligence (EQ) is the main factor in a successful life. This study aims to find a correlation between digital literacy and emotional intelligence using Viscosity Stoke's Method assisted by the Amrita OLabs virtual laboratory. For digital literacy aspect there are; (1) Internet Basic; (2) Use of Win/Mac OS; and (3) Computer Basic, for emotional intelligence, the aspect there are; (1) Perception; (2) Understanding; (3) Facilitation; and (4) Self-Management. The method used in this research is using a true-experimental one-group pretest-posttest design, with a sampling technique that is non-probability sampling which produces a purposive sample of 30 subjects in the early semester students of Physics Education UIN Sunan Gunung Djati Bandung. The results showed that there was an influence on digital domain literacy on N-Gain and emotional intelligence with N-Gain. In addition, the Pearson's Correlation test shows a correlation between digital domain literacy and emotional intelligence, which is indicated by a sig value of .039 with a low degree of correlation or Pearson's correlation value of .379. This research has implications for determining the decision to use a virtual laboratory to increase digital literacy in terms of student’s emotional intelligenceReferences
Amrita.olabs.edu.in. (2015). Viscosity of a fluid. http://amrita.olabs.edu.in/?sub=1&brch=5&sim=225&cnt=4
Hadiwijaya, H. (2017). Effect of Emotional Intelligence on Student Learning Achievement. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 7(1), 29–39. https://doi.org/10.24127/gdn.v7i1.663
Kivunja, C. (2015). Exploring the Pedagogical Meaning and Implications of the 4Cs “Super Skills†for the 21<sup>st</sup> Century through Bruner’s 5E Lenses of Knowledge Construction to Improve Pedagogies of the New Learning Paradigm. Creative Education, 06(02), 224–239. https://doi.org/10.4236/ce.2015.62021
Makiyah, Y. S., Malik, A., Susanti, E., & Mahmudah, I. R. (2019). Higher order thinking real and virtual laboratory (HOTRVL) untuk meningkatkan keterampilan abad ke-21 mahasiswa pendidikan fisika. Diffraction, 1(1).
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025
Nicolaidou, V., Nicolaou, P., & Nicolaou, S. A. (2019). Transforming a cookbook undergraduate microbiology laboratory to inquiry based using a semester-long PBL case study. Advances in Physiology Education, 43(1), 82–92. https://doi.org/10.1152/advan.00167.2018
Nuraeni, N. (2018). Penerapan model praktikum Higher Order Thinking Laboratory (HOT-Lab) untuk meningkatkan kemampuan pemecahan masalah peserta didik pada materi alat optik. UIN Sunan Gunung Djati Bandung.
Putra, R P, Anjani, R. A., Agustina, R. D., & ... (2021). Student’s Perspective on Virtual Laboratory Using Phet as A Media in Conducting Physics Laboratory Activities. Tarbiyah: Jurnal …, 10(1), 1–9. http://jurnal.uin-antasari.ac.id/index.php/jtjik/article/view/4113
Putra, Riki Purnama, Agustina, R. D., Pitriana, P., Andhika, S., & Setia, M. D. (2021). Developing HOT-LAB-Based Physics Practicum E-Module to improve Practicing critical thinking skills. Journal of Science Education Research, 5(2), 43–49. https://doi.org/https://doi.org/10.21831/jser.v5i2.41904
Putri, D. H., Risdianto, E., Sutarno, S., & Hamdani, D. (2019). The development of cooperative problem solving physics laboratory model on simple pendulum concept. Journal of Physics: Conference Series, 1157(3), 0–7. https://doi.org/10.1088/1742-6596/1157/3/032005
Riduwan, & Akon. (2009). Belajar mudah penelitian: untuk guru karyawan dan peneliti pemula (6th ed.). Alfabeta.
Rohman, U. (2010). Perkembangan Fisik dan Kognitif pada Masa Kanak-Kanak. Jurnal Buana Pendidikan, 6(11), 43–52.
Saibani, N., Sabtu, M. I., Muhamad, N., Abd Wahab, D., Sahari, J., & Md. Deros, B. (2012). Comparison of emotional intelligence scores among engineering students at different stages of an academic program. Asian Social Science, 8(16), 88–95. https://doi.org/10.5539/ass.v8n16p88
Sakti, P., Dwi Handoyo, R., & Wihadanto, A. (2020). Pengaruh Kecerdasan Emosional, Komitmen Organisasional dan Organizational Citizenship Behavior terhadap Kinerja. Jurnal Ilmiah Manajemen Dan Bisnis, 21(1), 60–68. https://doi.org/10.30596/jimb.v21i1.4149
Setya, W., Agustina, R. D., Putra, R. P., Prihatini, S., Hidayatulloh, R., Isnaeni, P. S., & Malik, A. (2021). Implementation of higher order thinking laboratory (HOTLAB) on magnetic field with real blended virtual laboratory to improve students critical thinking skills. Journal of Physics: Conference Series, 2098(1), 12019. https://doi.org/10.1088/1742-6596/2098/1/012019
Śmieja, M., Orzechowski, J., & Stolarski, M. S. (2014). TIE: An ability test of emotional intelligence. PLoS ONE, 9(7), 1–10. https://doi.org/10.1371/journal.pone.0103484
Ural, E. (2016). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students’ Chemistry Laboratory Attitudes, Anxiety and Achievement. Journal of Education and Training Studies, 4(4), 217–227. https://doi.org/10.11114/jets.v4i4.1395
