Student Digital Literacy Analysis in Physics Learning Through Implementation Digital-Based Learning Media

Currently, the utilization of technology is needed in education as a learning media. This integration demands digital literacy skills. Hence, this research examines the digital literacy skills of Physics Education students at Jember University. This research is descriptive research with data collection methods using questionnaires. Analyzing the questionnaire results follows descriptive analysis techniques. The research findings indicate that students display good digital literacy skills in terms of operational abilities, excellent critical understanding skills, and satisfactory communication skills through media. Therefore, Physics Education students at Jember University possess good digital literacy when utilizing digital-based learning media.


Introduction
Technology is experiencing rapid development with utilization in various fields, including education.The use of technology in education in the learning system has the impact of changing from conventional to digital [1].Forms of technology in learning include laptops, LCD projectors, the internet, smartphones, and some learning support software.The existence of these media has an impact on generating motivation, desire, and interest not only among elementary school and high school students but also students in universities.
Technology-based learning is something that is defined in 21 st -century learning.One form is learning media integrated with technology to develop learning skills [2].The use of technology-based learning media or digital media requires digital literacy skills.This is necessary so students can use digital media properly and correctly in learning.In addition, due to the increasing technological facilities and technological capabilities in pedagogic competencies, digital literacy skills must be paid more attention [3].
Digital literacy is a person's ability to use technology appropriately as an information management tool and to present helpful information for solving problems [4].Another definition of digital literacy is a person's interest, attitude, and ability to use technology and communication tools to access, manage, integrate, analyze, and evaluate information to build new knowledge and communicate with others to play an influential role [5,6].Digital literacy requires cognitive and technical skills that individuals must possess [7].Digital literacy includes five components, namely access (the ability to retrieve information using technology), analysis and assessment (higher-level thinking skills such as analysis, judgment, and synthesis), creating (the ability to produce writing and work), reflection (the ability to engage in reflective thinking) [8].
Research on students' digital literacy and college students' use of digital learning media has been extensively conducted.Research reveals that the understanding of digital media falls under the medium category, while the individual competence level is at the primary level, influenced by family environmental factors [9].Research conducted by Pratama et al. [10] shows that using weblog-library media in learning can enhance students' digital literacy.Students' perspectives on digital transformation are positive.Similarly, report that although not optimal, using Schoology-based e-learning media can improve students' digital literacy skills [11].Research by Fauzan et al. [12] asserts that mobile learning media can bolster digital literacy and enhance learning outcomes in physics subjects.
Based on classroom observations, it has been noted that not all Physics Education students display an interest in utilizing technology effectively to manage information.Furthermore, students' ability to integrate and evaluate information to generate new knowledge remains suboptimal.Research suggests that students have responded negatively to media use in online learning during the pandemic [13].
Although digital literacy skills have significantly impacted the development of various sectors, particularly in education [14], the pandemic has highlighted the need for additional consideration moving forward.As future physics teachers, students should be equipped with digital knowledge from a young age.This aligns with research by Li and Yu [15], which explains that teachers must possess sufficient digital literacy to meet the demands of innovative education models in the future.This is also supported by Law No. 20 of 2003 on education objectives, which aims to produce knowledgeable students capable of keeping pace with technological advancements.Therefore, research is necessary to evaluate the digital literacy proficiency of Physics Education students.Researchers aim to assess students' literacy skills because they extensively use digital media in their learning.The learning media utilized is interactive physics learning media, which requires the ability to access and utilize it.

Method
This study employed a sample size of 40 Physics Education students and utilized descriptive quantitative research.The study presents variables based on numerical data obtained from real-world situations.The research procedure can be described as follows: a. Observation and analysis of the situation to identify the problem.b.Gathering relevant sources/references.c.Definition of research objectives.d. Preparation of research instruments.e. Collection of data.f.Analysis and processing of data.
Digital literacy data was collected through questionnaires on Google Forms using a Likert scale of 1-5.Based on the collected data, descriptive analysis techniques were used to determine students' digital literacy skills in Physics Education using various indicators.The score obtained from the questionnaire results is adjusted to Table 1 based on Kurniawati and Baroroh [16].

Results
This Research is conducted to determine the digital literacy ability of Physics Education students at the University of Jember has been completed.The subjects used were several 40 students.Student digital literacy was measured through a response questionnaire after applying digital physics learning media.
The indicators in digital literacy consist of use skills, critical understanding, and social competence.Use skills are technical skills in operating the media, including understanding all the instructions contained in the media.Critical understanding is the cognitive ability to understand, analyze, and evaluate media content.Finally, communicative abilities are the ability to participate and communicate through media [17].
Ten questions with details as follows represent these indicators: a. use skill consists of five questions containing students' ability to use digital media as a medium for learning and operate various types of digital media.b. critical understanding consists of three questions containing digital media that can help the course, help with the latest material, and assist in compiling assignments.c. communicative ability, which contains how students participate through the media.
The results obtained are shown in the Table 2. Based on the table, it can be seen that the use skill indicator is 78.05 with good criteria, critical understanding is 85.65% with very good criteria, and communicative ability is 79.86% with good criteria.From the three indicators, the average obtained is 81.19% with good indicators.

Discussion
The research was conducted to evaluate the digital literacy skills of Physics Education students at the University of Jember using digital physics learning media accessible through student smartphones.The digital media used results from past research, which has previously been validated and tested limited [18].This digital media serves as a resource for learning and aims to promote the development of student digital literacy.
Digital literacy, according to Rahayu et al. [2] is an individual's ability to obtain, manage, understand, integrate, communicate, create, and create information correctly and safely through digital technology.This ability includes a variety of other skills, namely computer literacy, ICT literacy, information literacy, and media literacy.However, based on Kurniawati and Baroroh [8], digital literacy involves not only these abilities but also the ability to socialize, the ability to learn, and the ability to think, think critically, creatively, and inspire.
The existence of digital literacy is essential for students.Digital literacy can positively impact student skills in achieving learning success.Digital resources to support learning are plentiful and more accessible than traditional paper-based resources.Currently, workplaces require employees to apply ICT to communicate and support learning.Graduated students who have less digital literacy may have fewer job opportunities.Therefore, besides cognitive abilities, students need technology-based capabilities that later support their work [21].
It is necessary for Physics Education Students who are prospective digital literacy teachers.This statement states that digital literacy will help teachers become capable of efficiently and effectively utilizing ICT.The ability to utilize digital devices is expected to be developed by teachers.A teacher who realizes the importance of this will practice the work in the job more efficiently.
The digital literacy indicator used in this study is the indicator used from Kurniawati and Baroroh [8], which consists of indicators of use skills, critical understanding, and communicative ability.Indicators of use skills and critical understanding are included in personal competence, while communicative abilities are included in social competence.Use skill is the ability to operate the media and its instructions.In Techataweewan W and Prasertsin [20], this ability is also called operation skills.
Results based on the research show that the percentage of indicators using skills is 78.05%.This shows that the ability of students to use technical or operate digital media in its use for learning media is in a good category.Then the critical understanding indicator has a percentage of 85.65%.This shows that the ability of students to understand and analyze the content or content of the learning media is very good.Meanwhile, the communicative ability indicator is 79.86%.This shows that the student's ability to participate and communicate is in a good category.These results show that the digital literacy skills of the Physics Education students at the University of Jember are in a good category for using digital physics learning media.
Operational skills, critical understanding, and communication are factors that students need to be digitally literate.Operations capability refers to technical competence in the effective use of technology.Critical understanding skills give students a positive understanding and attitude toward technology.In addition, digital technology facilitates user communication through the media.
Although students' digital literacy is excellent, it encompasses more than just software use and technical skills and includes social ethics.According to relevant research, student responses to hybrid learning websites based on their digital literacy skills remain strong, with a 79.85% proficiency rate [21].There are differences in emotional intelligence between male and female students, and the emotional intelligence level impacts digital literacy in virtual physics practicum using virtual laboratories.Further research on digital literacy suggests that students enrolled in the Mathematics Education Study Program at Muhammadiyah Kota Bumi University's Faculty of Teacher Training and Education possessed "Good" digital literacy skills.The research conducted Rizal et al. [22] revealed that using a Learning Management System Supported Smartphone (LMS3) can enhance digital literacy skills among potential physics teacher students.
Furthermore, prospective physics teachers responded favorably to using LMS3 as a digital educational resource.Given technology's rapid evolution, implementing digital literacy in academic settings enhances sustainable learning [20].Therefore, students' proficiency in digital literacy plays a crucial role in their ability to adjust to technological advancements, utilize technology effectively, and create interactive physics learning media to enhance their students' digital literacy in the future.

Conclusion
Based on the research findings, digital literacy demonstrated good operational ability among students, excellent critical understanding, and good communication skills through media.Consequently, Physics Education students at Jember University exhibit good digital literacy when using digital-based learning media.The obtained category indicates that the application of digital literacy in learning at the University of Physics Education is robust and anticipated to be sustainable.As technological advancements persist, digital literacy will continue to evolve and improve.

Table 1 .
Criteria for achieving digital literacy

Table 2 .
Indicators of digital literacy and the percentage Indicators