Assessment in Educational Context: The Case of Environmental Literacy, Digital Literacy, and its Relation to Mathematical Thinking Skill

Farida Farida; Yosep Aspat Alamsyah; Suherman Suherman

doi:10.6018/red.552231

Authors

Farida Farida Universitas Islam Negeri Raden Intan Lampung https://orcid.org/0000-0003-2597-5755
Yosep Aspat Alamsyah Universitas Islam Negeri Raden Intan Lampung https://orcid.org/0000-0002-5762-6413
Suherman Suherman University of Szeged https://orcid.org/0000-0002-1700-4177

DOI: https://doi.org/10.6018/red.552231

Keywords: Digital literacy, Mathematical thinking skills, Environmental literacy

Abstract

Digital literacy and environmental literacy are required skills at all educational levels and represent a crucial element for success in 21st century skills, especially mathematical reasoning ability. However, it is not a practical choice for educational contexts to lack simple assessment tools. The purpose of this project is to investigate the possibilities of assessing environmental literacy, digital literacy, and mathematical thinking skill, and to contribute to educational practices. Additionally, the relationship between environmental literacy, digital literacy, and mathematical thinking skill is explored. The sample of this study were all grade 7th – 9th secondary school students (N = 216). A questionnaire measuring environmental literacy and digital literacy as well as a test of mathematical thinking skills were used to collect data. Data were analyzed using JASP software, SPSS 26, Winstep, and Mplus8. Our evaluation proved to be a reliable and valid assessment. Digital literacy and environmental literacy can predict mathematical thinking skill. Concerning this topic in the twenty-first century, the meaning of this study is hugely important for educators and education researchers.

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References

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