Effectiveness Of Seesaw As A Digital Learning Innovation To Improve Student Information Literacy

Kata Kunci: Digital Learning, Seesaw, Information Literacy This study aims to analyze the effectiveness of seesaw as a digital learning innovation to improve student information literacy. This type of research method used is a quantitative method with a quasi-experimental design and uses a one-group pretest-posttest with control group design. The sample used was 100 second semester students of Elementary School Teacher Education, Jakarta State University selected with technique a probability sample. The results of this study prove that the use of-based digital learning seesaw obtained significant values so that it is effectively used in improving student information literacy. This digital learning design requires students to be selective in analyzing and evaluating information generated from different sources. This research can be used as input for education practitioners, especially lecturers in developing learning that adapts to the needs of the times and still requires students to have information literacy. @Inventa:Jurnal Pendidikan Sekolah Dasar Copy Right


Introduction
The 4.0 industrial revolution was marked by the presence of four things, namely supercomputers, artificial intelligence, cyber systems, and manufacturing collaboration. Therefore, competence is needed that is able to balance the presence of these four things in the era of Creativity and Innovation) (Widana, 2017).
These four competencies are the real abilities to be aimed at with the IQF Curriculum.
Ease of access in finding information via the internet has positive and negative impacts among students. They can actively search for sources of information relevant to their assignments. However, the amount of information obtained makes them less selective in choosing the sources used.
Based on the (WSIS) Declaration which states that everyone can create, access, use and share or share information and knowledge, with the consequence that everyone must be able to face and master information properly (Julien, 2016 (Holliday et al., 2015).
Information Literacy is the main key in increasing student knowledge (Thammasaeng et al., 2016) The novelty in this research is information literacy that will be measured is information literacy among "students" through-based learning design seesaw that will be applied to BASKOMI learning courses namely Language as a Scientific Communicating Facility. This research can be used as an innovation in 21st century learning among students. In addition, this research also supports the government in minimizing the use of paper (paperless).

Research Design
This study aims to analyze the effectiveness of Seesaw as a digital learning innovation to improve student information literacy. The type of method used is a quantitative method with a quasiexperimental method and uses a one-group pretest-posttest with control group design, that is, a research design that exists pretest before being treated and posttest after treated (Creswell, 2008). This it can be known more accurately, because it can compare before and after being given treatment. The implementation of the one group pretestposttest with control group design was carried out twice, namely before the experiment (O1) was called a pretest, and after the experiment (O2) was called the posttest, while the constellation can be seen in the following table:  (Gall et al., 1996).

Instrument
This research instrument uses tests as a reference to measure student information literacy. The instruments used by researchers include information literacy indicators that have been developed by the Standing

Conference of National and University
Libraries (McGuinness, 1999).

Data Analysis Technique
The data analysis technique in this research is by analyzing the data then

Results
The results of this study statistically explain the effectiveness of Seesaw as a digital learning innovation to improve student information literacy. The research results can be seen in the following explanation:     In addition, the discussion feature in the application seesaw helps students organize, use and communicate information to others in a way that is appropriate to the conditions. Thus seesaw can be used as a digital learning innovation to improve information literacy in students.

Conclusion
Based on the research findings said that seesaw can be used as a digital learning innovation to improve student information literacy. This matter has been proven that score of student information literacy after given based learning treatment seesaw is higher than student information literacy score before being given treatment.
This research can be used as input for education practitioners, especially lecturers in developing learning that adapts to the needs of the times and still requires students to have information literacy. This literacy is important so that the next generation of the nation, especially students as agents of change can be selective in creating, accessing, using and sharing or sharing information and knowledge with others.
In addition, this research also supports government programs in implementing cutting-edge technology-based learning and environmentally friendly because it reduces the use of paper (paperless).