Exploring Junior High School Student’s Attitude, Digital Literacy, and Self-Efficacy in Science Learning: A Survey Research

Abstract

Development of technology in the twenty-first century remarks things to work on. The demand of individuals’ capability in utilising their skills and operating technological tools matters. Therefore, learners should be able to navigate to use technology effectively and think critically. Positive attitude matters to embrace individual become digitally literate. Building confidence is the fundamental state on developing skills, therefore strong self-efficacy needed. Understanding students’ development on these skills is necessary in terms of learning. This study aims to explore junior high schoos students' attitudes, digital literacy, and self-efficacy in learning science in Bandung, Indonesia. Specifically, this study emphasizes more on whether gender differences existed across these dimensions and explored the factors that positively or negatively influenced students' interest in learning science. This study employed a quantitative using survey research design with a total of 334 participants were involved, including 138 male and 196 female participants. Data are collected through a form of questionnaires with a total of 42 items which utilises five likert-scale plus two-open ended questions. Data findings showcases that students demonstrate moderate levels accross all dimensions: Attitudes (M= 3.25), Digital Literacy (M= 3.20), and Self-Efficacy (M= 3.33). Independent t-test revealed no significant gender-based differences. Factors influencing students’ interest are discussed. Based on students’ answer to open-ended questions, science practical work, learning process, and science topics are the aspects that intrigued students to learn science. Contrastingly, scientific equation, terms, high other thinking skills, complex and abstract concepts, and teacher’s personality are the aspects that makes students uninterested in learning science. This research contributes as one investigation of these dimensions in terms of learning science. Further studies may conduct research on how to enhance these dimensions.