Mendoza Aidie, V.

Sed Prof 312

Article Review

An Analysis in Social Literacy Skills of Students in Writing their Daily Journal

The goal of the research Students’ Social Literacy in their Daily Journal was to measure
the students' social literacy in their daily journals at fourth grade of Al-Fauzien Islamic
Elementary School in Indonesia. This study was conducted in the fourth grade of Al-Fauzien
Islamic elementary school in Indonesia, during second semester from January to March 2018.
The information used in this study came from students' writing in daily journals regarding to
their school learning activities, interviews with teachers and observations on students while they
are learning.

The students’ social literacy skills are interesting and important to be analyzed further
through their daily journal. In this study, it discussed the aspect of social literacy which include
intellectual skills, social skills, and the attitudes and values of students in their daily journal. The
research study made it more effective in which it emphasizes the significance of social literacy. It
integrates student with the ability to construct information and also teaches them how to use that
knowledge in their daily lives so that the intended values and characters as learning outcomes
can be manifested in their lives.

Based on what students do and describe in their daily journals, students give attention and
care for others. This is actually the most significant part of social literacy indicated in this study
where students not only understand existing social issues or problem but also participate in
building communities.

From the above understanding, it can be concluded that social literacy is a capability that
can be used by a person to live in the community and contribute to society, which involves
various skills such as intellectual, social, cooperative, and attitude and value skills to
communicate with others and contribute to their social environment.
 The Effectiveness of Digital Media Literacy of the 5th and 6th Grade Primary
Students in Beijing

The research Study of Digital Media Literacy of the 5th and 6th Grade Primary Students
in Beijing aims to examine the digital media literacy of the 5th–6th grade primary students
therefore a perceived digital media literacy scale was developed. The instrument's reliability and
validity were found to be satisfactory. The participants (the 5th and 6th grade primary students)
reported a good level of critical understanding and technical skills and the students' digital media
experience and parental mediation had a substantial impact on their' digital media literacy.

Understanding students' digital media literacy is regarded as a prerequisite to digital

media literacy education in order to implement it effectively. In this study, digital media literacy
is considered as a set of competence or skills from an operational perspective. This not only aims
to develop an instrument to examine primary student’s digital media literacy, but also to examine
school level and family level factors associated to primary students’ digital media literacy. This
study has made important theoretical and empirical contributions to the understanding and
measurement of digital media literacy. In terms of digital media literacy, 6th grade students
reported having more technical knowledge and skills, as well as a better understanding of critical
thinking than 5th grade students.

This study contributes significantly to our knowledge in research on digital media

literacy. This research offers a complete conceptual framework which could help us better grasp
digital media literacy. This also provides a better knowledge of primary students' digital media
literacy, which will help to integrate digital media literacy into school-based activities including
curriculum design and instructional material that promotes digital media literacy.

One major drawback of this research is the quantitative study of digital media literacy
that is primarily dependent on self-reporting. The use of self-reporting is not always accurate in
terms of presenting the actual situation of students' academic performance. Next is the
information used in this study was gathered in Beijing. The sample can only represent primary
students in Beijing, and the statistical results cannot be applied to the total body of primary
students in China due to the small sample size. And although the instrument designed for this
study was shown to be reliable and valid, further testing with other samples, such as students in
other grades, would be beneficial to further validate the instrument's validity.
 In conclusion, the study contributes to digital media literacy research by validating an
instrument that can be used to assess students' aspects of digital media literacy, as well as
identifying significant internal and external variables that influence digital media literacy of
primary students. The outcomes of this study present empirical evidence about the features of
digital media literacy among Beijing students in grades 5 and 6. The research's findings imply
that, in order to balance students' development of digital media literacy in China, they should be
given with greater possibilities and encouragement to communicate with one another and in the
society as well to develop their creative abilities, digital knowledge and abilities.