Academic digital literacy training to improbe student's academic success.
The development of information technology requires students to have good academic digital literacy skills to support their study success. However, many students still have difficulty in accessing, evaluating, and utilizing academic information sources effectively. This study aims to evaluate the eff...
| Publicado en: | SHS Web of Conferences Vol. 224; pp. 1 - 9 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
EDP Sciences
11/5/2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189343579&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189343579 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 24165182 FT5R jtl: SHS Web of Conferences issn: 24165182 maglogo: N pubinfo: dt: 11/5/2025 vid: 224 pid: 76090 pub: EDP Sciences artinfo: ui: 189343579 10.1051/shsconf/202522407009 ppf: 1 ppct: 8 formats: tig: atl: Academic digital literacy training to improbe student's academic success. aug: au: Anwar, Zainul Balqis Candra Kirana, Diva affil: Faculty of Psychology, University of Muhammadiyah Malang, Indonesia sug: ab: The development of information technology requires students to have good academic digital literacy skills to support their study success. However, many students still have difficulty in accessing, evaluating, and utilizing academic information sources effectively. This study aims to evaluate the effectiveness of academic digital literacy training in improving students' academic success, as measured by increasing digital literacy, academic assignment grades, and perceptions of academic success. The study used a quasi-experimental design (one group pretest-posttest design) involving 60 students from social science and education study programs. The training was conducted in six sessions covering scientific information searches, use of reference management, citation writing, and academic ethics. The instruments used included academic digital literacy tests, final assignment grades, and a scale of perceptions of academic success. Data analysis was carried out using a paired sample t-test. The results showed a significant increase in academic digital literacy scores (mean pretest = 62.13; posttest = 83.45; p < 0.001), final assignment grades (mean pretest = 75.62; posttest = 84.73; p < 0.001), and students' perceptions of academic success (mean pretest = 3.32; posttest = 4.18; p < 0.001). Academic digital literacy training has been shown to be effective in improving students' digital literacy skills and academic success. pubtype: Conference Proceedings doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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