Exploring the Relationship between Students’ Digital Literacy and Analytical Skills in Chemistry Education

Abstract

Background: Digital literacy is a key competency in 21st-century learning, particularly in higher education. This capability encompasses students' skills in accessing, evaluating, and using digital information critically and ethically. Furthermore, learning chemistry demands higher-order thinking skills, including analytical skills, to understand abstract concepts and solve problems. Aims: This study aims to determine the relationship between students' digital literacy skills and their analytical skills in chemistry learning. Methodology: The study used a quantitative correlational approach involving 31 chemistry education students from a private university in Indonesia. The research instruments consisted of a validated digital literacy questionnaire and a descriptive-based chemical analysis ability test. Results: The results of data analysis using the Pearson correlation test showed a significant positive relationship between digital literacy and students' chemical analytical skills (r = 0.624, p < 0.01). This finding indicates that students with high digital literacy tend to have better analytical skills in chemistry learning. Digital literacy facilitates scientific information searches, data processing, and understanding of chemical concept visualizations through digital media. Therefore, strengthening digital literacy needs to be an integral part of the chemistry education curriculum to encourage students' critical thinking and analytical skills. Conclusion: The implications of this research encourage lecturers and institutions to design adaptive and contextual technology-based learning to improve students' skills in integrating digital information into the learning process. Further research is recommended to explore the role of digital literacy mediation in improving chemistry learning outcomes longitudinally.