PRE-SERVICE TEACHERS' DIGITAL LITERACY COMPETENCES PERCEPTIONS: EVIDENCE FROM THE UNESCO DIGITAL LITERACY GLOBAL FRAMEWORK

ELLEONORE LAURENSIA SIMON, . (2026) PRE-SERVICE TEACHERS' DIGITAL LITERACY COMPETENCES PERCEPTIONS: EVIDENCE FROM THE UNESCO DIGITAL LITERACY GLOBAL FRAMEWORK. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rapid digitalization in education highlights the importance of examining pre-service teachers’ perceptions of digital literacy, as these perceptions shape their readiness to integrate technology effectively in future classrooms. This study explores pre-service English teachers’ perceptions of their digital literacy competences using the five domains of the UNESCO Digital Literacy Global Framework (DLGF): information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. Given the limited Indonesian research applying the DLGF in teacher education, this study employs a mixed-methods design to capture both quantifiable competency levels and in-depth contextual insights. Data were collected through a structured online questionnaire administered to 53 pre-service English teachers who had completed microteaching and school-based teaching practicums. Quantitative data from 30 Likert-scale items were analysed descriptively, while qualitative data from open-ended responses were examined through thematic analysis. The findings indicate that participants perceived themselves as moderately to highly competent across all domains, with the strongest competencies in information and data literacy (M = 3.36) and communication and collaboration (M = 3.27). In EFL contexts, these strengths reflect frequent engagement with digital learning resources, online communication, and collaborative platforms for lesson planning and instructional interaction. However, lower perceived competence was found in digital content creation ethics, cybersecurity awareness, and self-directed digital professional development, suggesting gaps in skills essential for responsible and sustainable technology use in English language teaching. These results emphasize the need for teacher education programs to integrate structured and practice-oriented digital literacy training to prepare ethical, reflective, and digitally competent EFL educators. ******* Pesatnya digitalisasi dalam pendidikan menegaskan pentingnya mengkaji persepsi guru prajabatan terhadap literasi digital, karena persepsi tersebut memengaruhi kesiapan mereka dalam mengintegrasikan teknologi secara efektif di kelas masa depan. Penelitian ini mengeksplorasi persepsi guru prajabatan Bahasa Inggris terhadap kompetensi literasi digital mereka berdasarkan lima domain UNESCO Digital Literacy Global Framework (DLGF), yaitu literasi informasi dan data, komunikasi dan kolaborasi, pembuatan konten digital, keamanan, dan pemecahan masalah. Mengingat masih terbatasnya penelitian di Indonesia yang menerapkan DLGF dalam pendidikan guru, studi ini menggunakan desain metode campuran untuk memperoleh gambaran kuantitatif sekaligus pemahaman kontekstual yang lebih mendalam. Data dikumpulkan melalui kuesioner daring terstruktur yang diberikan kepada 53 guru prajabatan Bahasa Inggris yang telah menyelesaikan mata kuliah microteaching dan praktik mengajar di sekolah. Data kuantitatif dari 30 butir skala Likert dianalisis secara deskriptif, sedangkan data kualitatif dari pertanyaan terbuka dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa peserta menilai diri mereka memiliki kompetensi sedang hingga tinggi pada seluruh domain, dengan skor tertinggi pada literasi informasi dan data (M = 3,36) serta komunikasi dan kolaborasi (M = 3,27). Dalam konteks pembelajaran EFL, temuan ini mencerminkan tingginya keterlibatan peserta dalam penggunaan sumber belajar digital, komunikasi daring, dan platform kolaboratif untuk perencanaan dan pelaksanaan pembelajaran. Namun, persepsi kompetensi yang lebih rendah ditemukan pada etika pembuatan konten digital, kesadaran keamanan siber, dan pengembangan profesional digital secara mandiri. Temuan ini menegaskan perlunya program pendidikan guru mengintegrasikan pengembangan literasi digital yang terstruktur dan berbasis praktik untuk menyiapkan pendidik EFL yang etis, reflektif, dan kompeten secara digital.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Rika Andayani, S.Pd., M.Pd. 2). Dr. Sri Sulastini, M.A.
Subjects:	Pendidikan > Kualifikasi dan Profesionalitas Guru Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S1 Pendidikan Bahasa Inggris
Depositing User:	Elleonore Laurensia Simon .
Date Deposited:	28 Jan 2026 01:48
Last Modified:	28 Jan 2026 01:48
URI:	http://repository.unj.ac.id/id/eprint/64241

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