The Effect of Rumah Pendidikan Platform Integration in IPAS Learning on Digital and Ecological Literacy of Primary School Students

This article is derived from a master’s thesis examining the effect of the Rumah Pendidikan digital platform on students’ digital literacy and ecological literacy in Integrated Natural and Social Sciences (IPAS) learning at the primary school level. The study aimed to determine both partial and simultaneous effects of the platform’s utilization on students’ digital and ecological literacy competencies. A quantitative approach with a quasiexperimental posttest-only control group design was employed. The research was conducted at SD Negeri Serua 03 Depok, Indonesia, involving 66 fifth-grade students divided into experimental and control groups. Data were collected using validated digital literacy and ecological literacy tests and questionnaires. Statistical analyses were performed using SPSS 26, including descriptive statistics, assumption tests, Independent Samples t-Test, and multivariate analysis of variance (MANOVA). The results indicated that students in the experimental group achieved significantly higher digital literacy scores than those in the control group (t = 8.080, p < 0.05). Furthermore, MANOVA results revealed a significant simultaneous effect of Rumah Pendidikan platform utilization on both digital and ecological literacy (p < 0.05). The study concludes that integrating the Rumah Pendidikan platform into IPAS learning is effective in enhancing students’ digital and ecological literacy, supporting the development of 21st-century competencies.

Rumah Pendidikan platform, IPAS learning, digital literacy

1. Ministry of Education, Culture, Research, and Technology, Merdeka Curriculum Policy Document, Jakarta, 2022. [Google Scholar] [Crossref]

2. A. Suryadi, “Digital literacy challenges in Indonesian primary schools,” Journal of Education Technology, vol. 15, no. 2, pp. 101–110, 2021. [Google Scholar] [Crossref]

3. R. Prasetyo, “Environmental awareness among elementary students,” Journal of Environmental Education, vol. 9, no. 1, pp. 45–53, 2020. [Google Scholar] [Crossref]

4. Ministry of Education, Culture, Research, and Technology, Rumah Pendidikan Platform Guide, Jakarta, 2023. [Google Scholar] [Crossref]

5. M. H. Abdullah, “The impact of digital platforms on student engagement,” International Journal of Instruction, vol. 14, no. 3, pp. 233–248, 2021. [Google Scholar] [Crossref]

6. S. Rahmawati and D. Kurniawan, “Technology integration in primary education,” Journal of Primary Education, vol. 12, no. 2, pp. 89–98, 2022. [Google Scholar] [Crossref]

7. L. Palmer, Environmental Education in the 21st Century, London: Routledge, 2018. [Google Scholar] [Crossref]

8. P. Gilster, Digital Literacy, New York: Wiley, 1997. [Google Scholar] [Crossref]

9. D. Belshaw, The Essential Elements of Digital Literacies, London: Self-published, 2014. [Google Scholar] [Crossref]

10. D. Orr, Ecological Literacy, Albany: SUNY Press, 1992. [Google Scholar] [Crossref]

11. F. Capra, The Web of Life, New York: Anchor Books, 1996. [Google Scholar] [Crossref]

12. R. Mayer, E-Learning and the Science of Instruction, New York: Wiley, 2020. [Google Scholar] [Crossref]

13. J. Bruner, The Process of Education, Cambridge: Harvard University Press, 1960. [Google Scholar] [Crossref]

14. J. Tilbury, “Education for sustainability,” Environmental Education Research, vol. 7, no. 2, pp. 195– 212, 2019. [Google Scholar] [Crossref]

15. T. Wijaya, “Digital learning and literacy outcomes,” Journal of Learning Technologies, vol. 10, no. 1, pp. 55–63, 2021. [Google Scholar] [Crossref]

16. N. Hidayat, “Platform-based learning in elementary schools,” International Journal of Primary Education, vol. 8, no. 2, pp. 120–129, 2022. [Google Scholar] [Crossref]

17. S. UNESCO, Education for Sustainable Development Goals, Paris: UNESCO, 2020.. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study