Strengthening Digital Literacy in the Teaching and Learning of Chemistry: A Literature Review
DOI:
https://doi.org/10.57176/jn.v5i1.190Keywords:
AR, chemistry education, digital literacy, e-modules, project-based learningAbstract
Penelitian ini bertujuan untuk menganalisis strategi penguatan literasi digital dalam pembelajaran kimia melalui kajian literatur. Literasi digital menjadi kompetensi esensial abad ke-21 yang tidak hanya mencakup keterampilan teknis, tetapi juga kapasitas kognitif, sosial, dan pedagogis dalam memanfaatkan teknologi secara kritis dan bertanggung jawab. Metode penelitian menggunakan systematic literature review dengan menelaah 50 artikel dari basis data jurnal open access yang berasal dari kombinasi jurnal nasional (seperti JKPK, JPI, JPSI, IJERR) dan jurnal internasional open access (misalnya Journal of Chemical Education, J. Phys. Conf. Ser., iJET, Education and Information Technologies) yang kemudian direduksi menjadi 20 artikel dan dipilih 15 artikel paling relevan berdasarkan kriteria inklusi. Artikel yang dianalisis dipublikasikan dalam rentang waktu 2020–2024, berfokus pada strategi pembelajaran kimia berbasis digital, dan berasal dari jurnal open access untuk menjamin transparansi dan aksesibilitas. Hasil kajian menunjukkan bahwa sebagian besar siswa maupun calon guru kimia awalnya memiliki tingkat literasi digital sedang, namun strategi pembelajaran berbasis teknologi terbukti mampu meningkatkan kompetensi tersebut secara signifikan. Strategi yang paling sering digunakan meliputi penggunaan e-modul berbasis Android, media Augmented Reality (AR), laboratorium virtual, pembelajaran berbasis proyek (STEAM-PjBL), serta integrasi perangkat lunak kimia seperti ChemDraw. Temuan ini menegaskan bahwa keberhasilan penguatan literasi digital tidak hanya ditentukan oleh ketersediaan teknologi, tetapi juga oleh keselarasan pedagogis, kesiapan guru, dan keterlibatan aktif siswa. Oleh karena itu, literasi digital perlu diposisikan sebagai kompetensi inti dalam pembelajaran kimia untuk memastikan pengalaman belajar yang bermakna, setara, dan berorientasi masa depan.
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This study aims to analyze strategies for strengthening digital literacy in chemistry education through a systematic literature review. Digital literacy is recognized as an essential 21st-century competence that encompasses not only technical skills but also cognitive, social, and pedagogical capacities to use technology critically and responsibly. The research employed a systematic literature review method, initially identifying 50 open access journal articles, which were then reduced to 20 and finally narrowed down to 15 articles based on inclusion criteria. The selected studies, published between 2020 and 2024, specifically addressed digital literacy strategies in chemistry education and were drawn exclusively from open access journals to ensure transparency and accessibility. The results indicate that most students and pre-service chemistry teachers initially demonstrated moderate levels of digital literacy, yet structured technology-based interventions significantly improved these competencies. The most frequently reported strategies included Android-based e-modules, Augmented/Virtual Reality (AR/VR) media, virtual laboratories, STEAM project-based learning, and the integration of chemistry software such as ChemDraw. These findings highlight that the success of digital literacy development depends not only on the availability of digital tools but also on pedagogical alignment, teacher preparedness, and active student engagement. Consequently, digital literacy should be regarded as a core competency in chemistry education to ensure equitable, meaningful, and future-oriented learning experiences.
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