A Model for Developing Digital Competence of Students in the Social Studies Curriculum in the Process of Organizing Social Studies, Religion and Culture Learning

Abstract

This research aimed to study the competence and guidelines for developing digital competence of social studies teaching students in the learning process of social studies, religion, and culture. The research methodology consisted of 2 steps. Step 1: Study of digital competence of social studies teaching students. The sample consisted of 160 social studies teaching students. The instrument used was a student digital competence questionnaire with a 5-level rating scale. Data was analyzed with means and standard deviations. Step 2: Study of guidelines for developing digital competence of students. The informants consisted of 5 experts who were selected by purposive sampling. The instrument used was an interview form on guidelines for developing digital competence of students in the learning process of social studies, religion, and culture. Data was analyzed with content analysis. The research results found that 1. The digital competence of students in the Social Studies Teaching Program is at a high level overall. When considering each aspect, it was found that the aspect with the highest average value was digital literacy at a high level, and the aspect with the lowest average value was digital usage at a high level. 2. Guidelines for developing digital competence of students in the social studies teaching curriculum found that the curriculum should support the creation of knowledge and understanding, organize training, disseminate knowledge to students, establish a team with expertise in digital technology, and supervise, monitor, and promote the use of digital technology.