2. Introduction
The "21" Century that 4 pillars of education (UNESCO)
UNESCO
Learning to know
Learning to do
Learning to be
Learning to live together
3. • Learning to know is a processs to find out by
exploring knowledge from various information in
accordance with one dimension of 21st century
capability which are the influence of Information,
Communication, and Technology (ICT) capabilities .
– Lee L F, Gurnam K S, Chan Y F, 2014
5. Pavel Rosman :2013
Education process
ICT Literacy
Distance
Learning
The level of ICT literacy that students need in
distance education depends on technological
advances that are formed in the management
of the process of distance learning systems
as these technologies need to be
implemented in e-learning environment
(Barbara K and Magdalena R: 2017).
7. KERIS (The Korea
Education Research &
Information Service)
2002
2003
2007
2011
ETS (Educational Testing Service)
and ACER (Australia Council for
Educational Research)
The Ministerial Council on Education,
Employment, Training and Youth Affairs
(MCEETYA)
The International ICT
Literacy Panel, OECD
(Organization for Economic
Co-operation and
Development) for Program
for International Student
Assessment (PISA).
ICT Literacy
1997 International Society
for Technology in
Education ( (ISTE)
8. ICT Literacy
Component Description
Access Understanding how to collect or retrieve information
due to occasion and environment
Manage Implementing a plan of activity plans contained in the
organization (institution)
Integrate Interpreting and representing information (including
summarizing, comparing, and contrasting)
Evaluate Making judgments about the quality, relevance,
usefulness, or efficiency related to information
Create Producing information by adapting, applying,
designing, creating, or writing an event
9. OECD:2003
The use of ICT in learning
effectively can have a positive
impact on the learning environment
in schools, for example creating
more dynamic interactions between
teachers and students, increasing
team collaboration and team
collaboration in problem solving,
stimulating creativity in teachers
and students in the learning
process, and help control and
monitor student learning
10. 72% “the
importance of a
strategy to
guarantee the
quality of an
e-learning”
RESULT
only 16% “the
quality of e-
learning have
been
implemented
in their
institutions.
34% of
respondents
described
the strategy
as part of the
institutions’
philosophy
Based on the results of the e-learning quality survey
-Ehlers et al. (2005)
E-Learning Effectivity
11. “the leading association in Europe that focuses on distance learning, one of the characteristics of
the learning model is e-learning”
• When e-learning becomes part of
integrated and mixed learning programs,
evaluation of e-learning elements is
considered important because the tools
on e-learning performance indicators
both qualitative and quantitative can
reflect to overall effectiveness of a
program in each process of learning
environment .
– Ubachs et al. 2012
The European Association of Distance Teaching
Universities (EADTU)
12. E-Learning Effectivity
The European Association of Distance Teaching
Universities (EADTU)
Strategic management
Curriculum design
Course design
Course delivery
Staff support
Student support
13. • Adequate ICT competency is needed to
deal with the challenges of distance
education especially e-learning in the
future, schools usually provide training
to staff especially in the operation of e-
learning portals but schools do not offer
any training for students to develop ICT
competencies needed in e-learning.
– Barbara K and Magdalena R: 2017
14. Based on these problems, this
study aims to determine the
ICT literacy in high school
students based on assessment
of e-learning effectivity.
15. Course delivery
Staff support
Student support
0% 20% 40% 60% 80% 100%
39.86%
21.76%
48.35%
Strategic management 52.78%
Curriculum design 36.78%
Course design 75.19%
Hasil penilaian efektivitas e-learning sekolah berdasarkan EADTU
(The European Association of Distance Teaching Universities) 2016.
18. SMA N 1 Surakarta
Jl. Monginsidi No.40, Gilingan,
Banjarsari, Kota Surakarta
SMA N 6 Surakarta
Jl. Mr. Sartono No.30,
Nusukan, Banjarsari, Kota
Surakarta, Jawa Tengah
SMA Batik 2 Surakarta
Jl. Samratulangi No.86, Kerten,
Laweyan, Kota Surakarta, Jawa
Tengah
34
Students
28
Students
26
Students
Questionnaire of
ICT Literacy and
Scholl E-Learning
Effectivity
21. High Level
School
SMA N 1 Surakarta
• 34.95%
Middle Level
School
Low Level
School
SMA N 6 Surakarta
• 37.43%
SMA Batik 2 Surakarta
• 25.55%
The results of the students’ ICT literacy based on OECD (Organization
for Economic Co-operation and Development) for PISA 2012
22. The output results show that there is no difference in ICT
literacy among students in the high category of school
groups, medium category schools and low category
schools (sig> 0.05).
Sum of Squares df Mean Square F Sig.
Between Groups 2208.067 2 1104.034 4.758 .011
Within Groups 19954.210 86 232.026
Total 22162.277 88
Difference of Students with High, Middle, and Low ICT Literacy Skills
23. Course delivery
Staff support
Student support
0% 20% 40% 60% 80% 100%
39.86%
21.76%
48.35%
Strategic management 52.78%
Curriculum design 36.78%
Course design 75.19%
School E-Learning Effectivity based on EADTU (The European
Association of Distance Teaching Universities) 2016.
24. Influence of Students’ ICT Literacy Skills to
Assessment of E-Learning Effectivity
Based on output determination, it has shown that significance level
(Sig) is 0.004 lower than probability that is 0.05. It has concluded
that there is an influence of students’ ICT literacy skills to
assessment of e-learning effectivity at school.
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
(Constant) 26.993 7.207 3.745 .000
ICT Literacy .590 .198 .304 2.976 .004
25. • The level of ICT literacy that students
need in distance learning depends on
the technological advances that are
formed in the management of the
distance learning process, then presents
the technology to be implemented in e-
learning.
– Barbara K and Magdalena R: 2017.
26. The results of the research have shown that the
effectiveness of using e-learning in the learning
process needs to be optimized to improve
students’ ICT literacy..
