Bringing Digital Literacy Education in A Non-Formal Context

Abstract

This study aims to examine the teaching of digital literacy education in three Yogyakarta elementary schools within a non-formal context. An issue on digital literacy has risen for the past few years as the use of digital media and the internet by students is becoming more frequent these days. Therefore, it is not only the ability to understand how to use both media but also the ability to develop critical thinking skills. However, there is a lack of critical thinking teaching in the context of digital literacy education in the schools. Thus, a nonformal teaching and learning process could be one of the settings that is child-friendly. Qualitative and quantitative approaches were employed to conduct this research. Surveys were conducted for 50 students in three primary schools. The results were integrated with literature review because the integration of both approaches give better understanding about the issue. The hypothetical findings include: (1) a non-formal context is necessary to assist both students and schools in introducing literacy through digital media and (2) there are different result on students’ understanding about the use of digital media and the internet in the three schools.