Description Level of Digital Media Literacy, Learning Style and

Learning Achievement in the Subject of Economic Education

Research Methodology

Ati Sadiah and Gugum Gumilar

Universitas Siliwangi Tasikmalaya, Indonesia

Keywords: Digital media literacy, learning style, learning achievement.

Abstract: Student achievement is the result of student learning that must be achieved after taking the education process.

The focus of this study on the description of learning achievement is the final value of the subject of economic

education research methodology in which the achievement of these values can influence learning style and

the level of digital media literacy. In the course of research methodology students have various ways of

learning, with the assumption that most major research methodology is difficult or difficult to understand.

Therefore the authors have an initiative to research and make descriptions of the level of digital media literacy

and learning styles with student learning achievements, on the premise that technological sophistication now

enables students to be able to study independently with the help of technology. This research is descriptive

research by using survey method. Based on the results of questionnaire processing, it can be concluded that

the level of litersai of digital media of students in the subject of research methodology of economic education

is included in good category, meaning that students have the ability to access information and knowledge by

available means. Furthermore, the learning style that is owned by the majority of students who follow the

research methodology visual learning style is evident/is proved with the results of data processing with the

highest percentage is in the visual style. The students' learning achievement described is still not maximized,

it is shown by the final test score data which is mostly at the 69-71 value interval, and the value is within the

minimum interval.

1 INTRODUCTION

Learning achievement is the result of the learning

process. In the process of learning achievement can

be used as an indicator of the success of the process.

Therefore, all people who are pursuing the process of

education is always oriented to the achievement of

maximum learning achievement.

Learning achievement that became the focus of

this research is the achievement in the subject of

research methodology of economic education. In the

department of economic education this course

includes one of the subjects considered as difficult

course by students. Every year there are always

students who repeat this course. Even for them who

are in the semester of the academic year 2016/2017

there are 10% of the old students.

Learning achievement can be defined as the

ability of the learners (including students) as a result

of learning, implementation is done by assessed or

tested. According Sardiman (2002: 46) learning

achievement is defined as the real ability of the

interaction between the various factors that influence

both from within or from outside the individual self

in learning.

Furthermore, Winkel in Hamdani (2011; 138)

learning achievement is a proof of success that has

been achieved by someone. Thus the learning

achievement is the maximum result achieved by a

person after carrying out the learning efforts.

The process of learning achievement determined

or influenced by certain factors, according to

Hamdani (2011: 139-146) "the factors that affect

learning achievement can be classified into two parts,

internal and external factors (external). Internal

factors such as intelligence (intelligence), physical

factors or physiological factors, attitudes, interests,

talents and motivation. While external factors are

family circumstances, school situation, community

environment".

The carrying capacity of the environment can be

seen from various aspects that are so vast, the

development of science and technology has produced

128

Sadiah, A. and Gumilar, G.

Description Level of Digital Media Literacy, Learning Style and Learning Achievement in the Subject of Economic Education Research Methodology.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 128-133

ISBN: 978-989-758-308-7

various kinds of ease in the learning process. Much

information can be obtained with the ability to access

information in various media and use social media in

sophisticated gadgets can also be utilized to obtain

various information. The ability to access various

information from various sources and ways is part of

digital media literacy.

Media literacy can be defined as “the ability to

access, analyze, evaluate, and create message in

variety of form” (Aufderheide&firestone, 1993, p.7).

It describes as set of capacities related to media

consumption and creation that one can acquire.

Digital media literacy extends the traditional

understanding of media literacy to include new skills

that are required to navigate today’s new media

environment, and it also involves creative production

and instruction on how to evaluate and use

information critically (Buckingham, 2003;Jenkins,

2006;Joseph Kahne, Nam-Jin Lee;&J.T Feezell.

2012).

Literacy of digital media is part of the information

literacy. Bawden (2001: 2) "Digital literacy or also

called digital information literacy is a concept that

explains the concept of literacy in the digital age."

According to Gilster (1997: 1-2), Digital literacy is

described as the ability to understand and use

information from various formats. Literacy is not

only about the ability to read but read with meaning

and understanding.

Digital media literacy is not only a technical

capability but must be a critical thinking art which

means not all information from digital media can be

absorbed sober but must be accompanied by critical

evaluation of what is found through the digital media.

According to Gilster, in addition to the art of critical

thinking, the competence required is to learn how to

construct knowledge and build a reliable set of

information from several different sources. A person

with a digital literacy needs to develop the ability to

search and build a strategy in using search engines to

find information that matches their information

needs.

Renee Hobbs, 2010. Essential Competencies of

Digital and Media Literacy;

1. ACCESS, Finding and using media and

technology tools skilfully and sharing

appropriate and relevant information with

others.

2. ANALYZED & EVALUATE, Comprehending

message and using critical thinking to analyze

message quality, veracity, credibility, and point

of view, while considering potential effect or

consequences of message.

3. CREATE, Composing or generating content

using creativity and confidence in self-

expression, with awareness of purpose,

audience, and composition techniques.

4. REFLECT, Applying social responsibility and

ethical principles to one’s own identity and lived

experience, communication behaviour and

conduct.

5. ACT Working individually and collaboratively

to share knowledge and solve problems in the

family, the workplace and the community, and

participating as a member of a community at

local, regional, national and international levels.

Students at the present time are highly skilled in

using visible gadgets from activities that can be traced

in cyberspace on social media, activities that occur in

the room with a hotspot is tight. Gadgets and laptops

seem to have become the main and important tool to

take to campus. It can be said gadgets and laptops

become part of the learning style.

Furthermore, internal factors that affect learning

achievement is learning style (habit). Every student

has different habits in the learning process. Because

basically every individual has the ability or different

power to obtain the same information or knowledge.

It can be called learning style.

According to Nasution (2008: 93) "learning style

or student learning style is the way students react and

use stimuli-stimuli received in the learning process".

Bobbi DePorter and Mike Hernacki (2000: 110-

112) "learning styles are a combination of how one

absorbs and then organizes and processes

information." Learning styles are not just aspects of

facing information, seeing, listening, writing and

saying but also the aspect of information processing

of secular, analytic, global or left-brain right brain,

another aspect is when responding to something in the

learning environment (abstractly and concretely

absorbed).

According to Drummond (1998: 186) defines

learning style as "learning an individual's preferred

mode and desired conditions of learning" means

learning style is considered as a learning or learning

conditions favoured by the learner.

Broadly speaking there are 7 common approaches

known as reference frameworks and developed also

by different experts with their respective variance.

Adi Gunawan (2004: 140) summarizes the seven

ways of learning are:

1) Approach based on information processing;

Determine different ways of viewing and

processing new information. This approach was

developed by Kagan, Kolb, Honey and Umford

Gregorc, Butler and McCharty.

Description Level of Digital Media Literacy, Learning Style and Learning Achievement in the Subject of Economic Education Research

Methodology

129

2) Approach based on personality; Determine the

different character types. This approach was

developed by Myer-Briggs, Lawrence, Keirsey

& Bartes, Simon & Byram, Singer-Loomis,

Gray-Whellright, Holland and Geering.

3) Approach based on sensory modalities;

determine the degree of dependence on certain

senses. This approach was developed by

Bandler & Grinder, and Messick.

4) Approach based on environment; determine the

different responses to physical, psychological,

social and instructional conditions. This

approach was developed by Witkin and Eison

Canfield.

5) Approach based on social interaction; determine

the different ways of dealing with others. This

approach was developed by Grasha-reichman,

Perry, Mann, Furmann-Jacobs and Merill.

6) Approach based on intelligence, determining

different talents. This approach was developed

by Gardner and Handy.

7) Approach based on brain region; determine the

relative dominance of various parts of the brain,

e.g. left brain and right brain. This approach was

developed by Sperry, Bogen, Edwards and

Herman.

Kind of style of learning according to Canfield

(1998) individual learning styles are differentiated in

several types of social, independent, applied, and

conceptual. Students of social type are those who

prefer to study in groups. Independent learners are

those who prefer to study independently. Students in

applied learning prefer learning by direct practice.

The conceptual learner is a learner who likes to learn

conceptually.

The learning style is further the result of the

research of Professor Ken and Rita Dunn of St.

University. John in Jamaica New York and the

Neuro-linguistic programming experts Richard

Bandler, John Grinder and Michael Grinder, the

experts identified three different learning styles and

communications:

1. Visual, learn through seeing things. We like to

see pictures or diagrams. We love performances,

show or watch videos.

2. Auditory, learning through listening to

something, we love listening to audio tapes,

lectures, discussions, debates and verbal

instructions (instructions).

3. Kinaesthetic. Learning through physical activity

and direct involvement. We love to handle,

move, touch and feel / experience (Rose, Colin

& Malcom J. Nichol; 2002; 130-131).

Based on the description can be explained again

that the learning achievement will be influenced by

the ability of digital media literacy and student

learning style itself. Therefore, the authors are

interested in researching and describing in detail the

relationship between digital media literacy and

learning style of economic education students in the

subject of economic education research methodology

with the learning achievement achieved in the course

with the title: "Description of digital media literacy,

learning style and Student achievement in Economics

education research methodology course".

The formulation of the problem described are:

1. What is the competency of digital media literacy

of students in the subject of economic education

research methodology?.

2. How is the student learning style in the subject of

economic education research methodology?

and;

3. How is the student achievement in the subject of

economic education research methodology?.

2 METHODS

This research use descriptive approach with survey

method. Isaac and Michael (1980) stated that

descriptive research aims to describe the phenomena

in detail about the relationship between the level of

digital media literacy and learning styles with the

descriptive approach. Student achievement. The

author only describes the data obtained by the survey

therefore this research is also called qualitative

research.

The research was conducted in Siliwangi

university environment as a unit of analysis which is

the 3rd grader of Economics education which

followed the subject of economics education research

methodology in academic year 2016/2017 which

amounted to 194 people. Because using survey

method, the writer uses random sampling technique

with sample size about 50% from population that is

counted 97 people.

The data required in this study were collected by

using several techniques as follows:

1) Questionnaire / quesioner

Questionnaire is a technique of collecting data

by using a list of statements that have been

prepared previously. The contents of the

questionnaire contains questions about the level

of digital media literacy, and learning styles. In

this study the questionnaire will be distributed

to the responden is a sixth semester student

majoring in economic education that follows the

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130

recovery of economic education research

methodology.

Questionnaire used is a closed questionnaire

means the author has provided the desired

answer so that the respondents just choose.

2) Interview

In the interview, the author held a direct

question and answer with respondents to obtain

accurate and precise information. In this case the

authors will conduct interviews with some

students from class representatives who became

representative of respondents.

3) Documentation study

Documentation study is used to obtain data of

learning achievement, which is the learning

achievement in question is the final value in the

course of economic education research

methodology.

The data has been collected and then analyzed by

descriptive analysis and using percentage (%), this

analysis aims to provide an overview of the state of

research variables.

3 RESULTS AND DISCUSSION

Based on the survey results on the specified sample.

Through a questionnaire about the competence of

digital media literacy and questionnaires about

learning styles it can be obtained research data as

follows:

3.1 The competency of digital media

literacy of students in the subject of

economic education research

methodology

The competence of digital media literacy is

supported by the ownership of various supporting

technologies such as gadgets, computers, laptops, use

or ownership of various social media applications,

and data quota facilities / internet connections that

support both personally and available around the

siliwangi university campus.

In measuring the literacy competence of digital

media, the writer distributed questionnaires in

accordance with the competence of digital media

literacy proposed by Renee Hobess ACCESS

(including the ability to access various media),

ANALYZE & EVALUATE (including the ability to

analyze and evaluate information), CREATE

(including the ability to use or utilize various media ),

REFLECT (including responsible use and use of the

media, ACT (including the use of various media in

order to solve problems encountered such as the

problem of lecturing comprehension and work on

tasks assigned by lecturers).

To get a clearer picture the writer makes a

classification by using interval value, as follows:

NJI = (highest-lowest value) / (number of statement

criteria)

Information ;

NJI = interval to define criteria very well, well, good

enough, no

Well, not very good

Highest value = 97 x 42 x 5 = 20370

Lowest value = 97 x 42 x 1 = 4074

Number of statement criteria = 5

Thus the value of interval level for the questionnaire

data of the digital media literacy level is;

NJI = (20370-4074) / 5 = 3259

4074 - 7333 category is not very good

7334 - 10593 categories are not good

10594 - 13853 category is good enough

13854 - 17113 good category

17114 - 20373 very good category

Based on these categories, the total score of all

respondents as much as 14506 means the level of

literacy ability of digital media students in the subject

of research methodology of economic education

included in the category of good, which means that

students basically have the ability to access various

information and knowledge with good facilities

Personally or the facilities available in the campus

environment.

3.2 The student learning style in the

subject of economic education

research methodology

Learning styles are a combination of how one

absorbs and then organizes and processes

information. Learning styles can also be interpreted

as a way a person in processing information or how a

person in acquiring knowledge.

This study discusses three learning styles:

1. Visual, learn through seeing things. We like to

see pictures or diagrams. We love performances,

show or watch videos

2. Auditory, learning through listening to

something, we love listening to audio tapes,

lectures, discussions, debates and verbal

instructions (instructions)

3. Kinesthetic. Learning through physical activity

and direct involvement. We love to handle,

Description Level of Digital Media Literacy, Learning Style and Learning Achievement in the Subject of Economic Education Research

Methodology

131

move, touch and feel / experience (Rose, Colin

& Malcom J. Nicholl; 2002; 130-131).

The characteristics of someone who has a visual

learning style include: (a) remembering what is seen

rather than what is heard, (b) likes to scribble things,

than read, (I) better understanding of drawings and

charts than written instructions, (j) knowing what to

say, but not Thinking the right word, (k) usually not

bothered by the commotion, (l) remembering with

visual associations.

Furthermore, an auditory-style person displays

the following characteristics: (a) more quickly

absorbs by listening, (b) moving their lips and

uttering the text in a book while reading, (c) enjoy

reading aloud and listening, (d) Repeat and imitate the

tone, rhythm, and color of the sound, (e) good at

speaking and telling stories, (f) speaking in patterned

rhythm, (g) remembering what is discussed rather

than being seen, (h) speaking, discussing, (J) like

music and singing, (k) can not be idle for a long time,

(l) loves to do group work.

Whereas, a kinesthetic person has characteristics

such as: (a) always physically oriented and multi-

motion, (b) speaking slowly, (c) likes to use various

tools and media, (d) touching people to get their

attention, (F) using the finger as a pointer when

reading, (i) using a lot of body cues, (j) can not stand

by when talking to people, (e) learning through

practice, Sitting quietly for long periods, (k) wanting

to do everything, (l) love games and sports.

Table 1: tendency of learning styles of students of economic

education research methodology

Learning styles

Frequency

Percentage

Visual

43,3

Auditory

25,8

Kinesthetic

10,3

Visual auditory

10,3

Visual Kinesthetic

8,2

Auditory

Kinesthetic

2,1

amount

100

Source; Result of learning style questionnaire data processing

Based on the findings in the table, it can be

explained that most or 43.3% of students have a

tendency visual learning style, 25.8% of students

have auditory learning style, 10.3% of students have

kinaesthetic learning style, 10.3% Visual and

auditory style tendencies, 8.2% of students of visual

and kinaesthetic-style tendencies and 2.1% of

students have kinaesthetic auditory learning styles.

With the scores obtained, if it is compared then it

can be concluded that most students in the course of

research methodology mostly have a visual learning

style.

3.3 The student achievement in the

subject of economic education

research methodology

Winkel's learning achievement in Hamdani (2011:

138) is a testament to the success one has achieved.

Thus the learning achievement is the maximum result

achieved by a person after carrying out the learning

efforts. In this study the learning achievement in

question is the final value of the exam in the course

of research methodology semester academic year

2016/2017, presented in the table as follows.

Table 2: Distribution of Student Achievement Frequency in

Educational Research Methodology Course

Interval

Frequency

Percentage

65-68

24,7

69-71

72-74

8,2

75-77

14,4

78-80

8,2

81-83

2,1

84-86

5,2

87-89

2,1

90-92

2,1

amount

100

Source; Result of data processing of learning achievement

Figure 1: The frequency distribution of student

achievement of economic education research methodology

Based on the data table above the final value of

the subjects of economic research methodology

obtained the highest value of 90 and the lowest value

of 65. After presented in the form of frequency

distribution table obtained the picture that most

values are at intervals 69-71. There are only 2.1%

who get great value. With the description above, it

describes the achievement of learning in the course of

Chart Title

Frekuensi

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132

educational research methodology is still not

maximal because it is in a very small interval.

4 CONCLUSIONS

Based on the description, it can be concluded that the

level of digital media literacy of students in the

subjects of economic education research

methodology with a total score of 14506 means good

category, which means that students basically have

the ability to access various information and

knowledge with the means they have either

individually or the facilities available in the campus.

Students' learning style in the subject of research

methodology of economic education in the course of

research methodology as much as 43.3% of students

have a tendency of visual learning style. 25.8% of

students have auditory learning styles, 10.3% of

students have kinaesthetic learning styles. And there

are several combinations of styles that students have

such as auditory, kinaesthetic and kinaesthetic

auditory. With these findings, the lecturers of

economics education research methodology should

make an effort to maximize the learning media that

can be seen such as drawings, interesting slides and

other information displayed neatly and attractively.

The learning achievement described is the final grade

of the methodology of educational research in

economics, there is a high score of 90 and the lowest

score 65. However, the acquisition of most students

is at intervals 69-71, the numbers that can be said not

maximized.

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Adi Gunawan. 2004. Genius Lesrning Strategy Petunjuk

Proses Mengajar. Jakarta: PT. Gramedia Pustaka

Utama.

Rose, Colin & Malcolm J. Nicholl, 2002, Cara Belajar

cepat Abad XXI, Bandung: Nuansa,

Sardiman A. M, 2002, Interaksi dan Motivasi Belajar

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Hamdani, 2011. Strategi Belajar Mengajar. Bandung: CV

Pustaka Setia,.

Slameto, 2003. Belajar dan Faktor-faktor yang

Mempengaruhinya, Jakarta: PT Rineka Cipta,

Tohirin, 2006, Psikologi Pembelajaran Pendidikan Agama

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Description Level of Digital Media Literacy, Learning Style and Learning Achievement in the Subject of Economic Education Research

Methodology

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