Proceedings of the 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)

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The Relationship between Metacognitive Strategies and Digital Literacy in First-Year Students

Authors
Fajar Arianto1, *, Lamijan Hadi Susarni1, Rusijono Rusijono1
1Teknologi Pendidikan, Universitas Negeri Surabaya, Surabaya, Indonesia
*Corresponding author. Email: fajararianto@unesa.ac.id
Corresponding Author
Fajar Arianto
Available Online 25 November 2024.
DOI
10.2991/978-2-38476-301-6_72How to use a DOI?
Keywords
Metacognitive Strategy; Digital Literacy; Self-question
Abstract

The development of information and communication technology is developing very rapidly in this digital era. The flow of information is very fast and associated with digital literacy skills. This ability is still not possessed by some students. In the process of understanding information, an appropriate strategy is needed that supports thinking skills. Metacognitive strategies are strategies related to ways of thinking in understanding or mastering certain knowledge. This study aims to determine the relationship between metacognitive strategies and digital literacy. The research method used is correlational which measures the relationship between two variables, namely metacognitive strategies and digital literacy. The research subjects were the first batch of students, totaling 58 students. The collection of data used in this study is a questionnaire. The data analysis technique used is correlated with the product moment. The results of this study indicate that there is no relationship between metacognitive strategies and digital literacy. The availability of information and communication technology does not affect students’ digital literacy. Evaluation and navigation skills influence digital literacy in the process of reading comprehension.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
25 November 2024
ISBN
978-2-38476-301-6
ISSN
2352-5398
DOI
10.2991/978-2-38476-301-6_72How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Fajar Arianto
AU  - Lamijan Hadi Susarni
AU  - Rusijono Rusijono
PY  - 2024
DA  - 2024/11/25
TI  - The Relationship between Metacognitive Strategies and Digital Literacy in First-Year Students
BT  - Proceedings of the 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)
PB  - Atlantis Press
SP  - 742
EP  - 746
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-301-6_72
DO  - 10.2991/978-2-38476-301-6_72
ID  - Arianto2024
ER  -