Article Sidebar

Submitted
Jul 27, 2024
Accepted
Aug 19, 2025
Published
Aug 31, 2025
Download
PDF
Statistic
Read Counter : 68 Download : 10

Main Article Content

Abstract

In today’s rapidly evolving digital landscape, technological advancements continue to reshape human lifestyles, making robust digital competence (DC) essential in an interconnected world. This study addresses existing gaps in the literature by evaluating the digital competence of Indonesian students and examining the influence of parental educational backgrounds and daily internet usage frequency. Utilizing convenience sampling and online questionnaires, data were collected from 251 students and analyzed using the Rasch Model with Winsteps software version 5.7.3.0. The findings reveal gender-based differences in digital skills, indicating the need for tailored educational strategies. Additionally, students with less educated parents tend to prioritize personal data protection, while those with highly educated parents display broader digital competencies. Although high internet usage is associated with enhanced digital competence, it also carries risks to mental health, such as increased internalizing symptoms and cognitive distortions. This study contributes to ongoing discussions on improving student digital competence and underscores the importance of balanced internet usage strategies.

Keywords

Demographic Internet Usage Rasch Students’ Digital Competence

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Prasetiyo, W. H., Sari, B. I., Saputri, R. N., Naidu, N. B. M., Triyanto, T., & Dewantara, J. A. (2025). Assessing Digital Competence in Indonesian students: demographic and Internet usage factors through the Rasch Model. Journal of E-Learning and Knowledge Society, 21(2), 1-17. https://doi.org/10.20368/1971-8829/1135991

References

  1. Antolín, P. S., Viloria, C. A., & Labra, J. P. (2018). The role of the family in the development of digital competence. Analysis of four cases. Digital Education Review, 34, 44–58.
  2. Association of Indonesia Internet Provider. (2018). Laporan survei penetrasi & profil perilaku pengguna internet Indonesia 2018 (Penetration survey report & behavior profile of Indonesian internet users 2018). https://apjii.or.id/survei2018s
  3. Bachmann, R., & Hertweck, F. (2023). The gender gap in digital literacy: a cohort analysis for Germany. Applied Economics Letters, 1–6. https://doi.org/10.1080/13504851.2023.2277685
  4. Bejarano, D. A. A., Garay, J. P. P., Flores-Sotelo, W. S., Francisco, R. L. T., Sáenz, R. A. C., & Ancaya-Martínez, M. D. C. (2021). Self-efficacy and digital competence in university students. Revista Geintec-Gestao Inovacao e Technologias, 11(3), 710–718.
  5. Biggins, D., Holley, D., Evangelinos, G., & Zezulkova, M. (2017). Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy (pp. 46–53). https://doi.org/10.1007/978-3-319-49625-2_6
  6. Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Psychology Press.
  7. Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences. Springer Science & Business Media. https://doi.org/10.1007/978-94-007-6857-4
  8. Cabezas González, M., & Casillas Martín, S. (2018). Social Educators: A Study of Digital Competence from a Gender Differences Perspective / Socijalni pedagozi: istraživanje digitalne kompetencije iz perspektive spolnih razlika. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 20(1). https://doi.org/10.15516/cje.v20i1.2632
  9. Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1 - the Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Publications Office of the European Union. http://svwo.be/sites/default/files/DigComp%202.1.pdf
  10. Casillas-Martín, S., Cabezas-González, M., & Muñoz-Repiso, A. G.-V. (2022). Influence of socio-familial variables on digital competence in communication and collaboration. Pixel-Bit, Revista de Medios y Educacion, 63, 7–33. https://doi.org/https://10.12795/PIXELBIT.84595
  11. Castaño Muñoz, J., Vuorikari, R., Costa, P., Hippe, R., & Kampylis, P. (2023). Teacher collaboration and students’ digital competence - evidence from the SELFIE tool. European Journal of Teacher Education, 46(3), 476–497. https://doi.org/10.1080/02619768.2021.1938535
  12. Chea, V., & Chea, P. (2022). Family Background as the Determinant of University Student’s Technological Readiness: Evidence from Cambodia. 2022 14th International Conference on Software, Knowledge, Information Management and Applications (SKIMA), 322–328. https://doi.org/10.1109/SKIMA57145.2022.10029566
  13. Council of European Union. (2018). Declaration on Promoting Citizenship and the Common Values of Freedom, Tolerance and Non-Discrimination through Education. Eurydice. https://ec.europa.eu/assets/eac/education/news/2015/documents/citizenship-education-declaration_en.pdf
  14. Dias, P., Brito, R., Ribbens, W., Daniela, L., Rubene, Z., Dreier, M., Gemo, M., Di Gioia, R., & Chaudron, S. (2016). The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders.’ Global Studies of Childhood, 6(4), 414–427. https://doi.org/10.1177/2043610616676024
  15. Engelhard, G. (2013). Invariant measurement: Using rasch models in the social, behavioral, and health sciences. Invariant Measurement: Using Rasch Models in the Social, Behavioral, and Health Sciences, 1–288. https://doi.org/10.4324/9780203073636/INVARIANT-MEASUREMENT-GEORGE-ENGELHARD-JR
  16. Esteve-Mon, F. M., Postigo-Fuentes, A. Y., & Castañeda, L. (2023). A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education. Higher Education Quarterly, 77(3), 558–573. https://doi.org/10.1111/hequ.12411
  17. Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
  18. Fernández-Mellizo, M., & Manzano, D. (2018). Analyzing differences in digital competence of Spanish students. Papers. Revista de Sociologia, 103(2), 175. https://doi.org/10.5565/rev/papers.2369
  19. Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks (Vol. 10). http://www.ifap.ru/library/book522.pdf
  20. Fisher, W. P. (2007). Rating Scale Instrument Quality Criteria. Rasch Measurement Transactions, 21(1), 1095.
  21. Flores-Lueg, C., & Roig-Vila, R. (2019). Personal factors influencing future teachers’ self-assessment about the pedagogical dimension of ICT use. Revista Iberoamericana de Educación Superior, 151–171. https://doi.org/10.22201/iisue.20072872e.2019.27.345
  22. Gayatri, G., Rusadi, U., Meininhsih, S., Mahmudah, D., Sari, D., Kautsarina, Karman, & Nugroho, A. C. (2014). Digital citizenship safety among children and adolescents in Indonesia. Jurnal Penelitian Dan Pengembangan Komunikasi Dan Informatika, 6(1), 1–16.
  23. Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Student Achievement and Beliefs Related to Computer and Information Literacy (pp. 21–31). https://doi.org/10.1007/978-3-030-26203-7_3
  24. Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital Competence and Gender: Teachers in Training. A Case Study. Future Internet, 12(11), 204. https://doi.org/10.3390/fi12110204
  25. Grande-de-Prado, M., Cañón-Rodríguez, R., García-Martin, S., & Cantón-Mayo, I. (2021). Digital competence: Teachers in training and troubleshooting. Educar, 57(2), 381–396. https://doi.org/10.5565/rev/educar.1159
  26. Guillén-Gámez, F. D., Colomo-Magaña, E., Cívico-Ariza, A., & Linde-Valenzuela, T. (2024). Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence? Technology, Knowledge and Learning, 29(1), 1–20. https://doi.org/10.1007/s10758-023-09646-w
  27. Guitert, M., Romeu, T., & Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56(1), 133–149. https://doi.org/10.1111/ejed.12430
  28. Hatlevik, O. E., Gudmundsdóttir, G. B., & Loi, M. (2015). Examining factors predicting students’ digital competence. Journal of Information Technology Education, 14(1), 123–137. https://doi.org/10.28945/2126
  29. Hidayat, M. L., Abdurahman, S. G., Astuti, D. S., Prabawati, R., Anif, S., Hariyatmi, H., & Zannah, F. (2025). Pilot Study of Digital Competency Mapping of Indonesian Preservice Teachers: Rasch Model Analysis. Indonesian Journal on Learning and Advanced Education (IJOLAE), 100–116. https://doi.org/10.23917/ijolae.v7i1.23935
  30. Huatay, K. C. V., Mendoza, A. P. M., Rodriguez, J. C. F., & Ninaquispe, J. C. M. (2023). Digital Literacy in Basic Secondary School Students: A Gender Comparative Study. 2023 IEEE 3rd International Conference on Advanced Learning Technologies on Education & Research (ICALTER), 1–4. https://doi.org/10.1109/ICALTER61411.2023.10372931
  31. Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
  32. Jeong, D. W., Moon, H., Jeong, S. M., & Moon, C. J. (2024). Digital capital accumulation in schools, teachers, and students and academic achievement: Cross-country evidence from the PISA 2018. International Journal of Educational Development, 107, 103024. https://doi.org/10.1016/j.ijedudev.2024.103024
  33. Juárez Arall, J., & Marqués Molías, L. (2019). Digital competence aspects for employability. REOP - Revista Española de Orientación y Psicopedagogía, 30(2), 67. https://doi.org/10.5944/reop.vol.30.num.2.2019.25339
  34. Khoo, C., Yang, E. C. L., Tan, R. Y. Y., Alonso-Vazquez, M., Ricaurte-Quijano, C., Pécot, M., & Barahona-Canales, D. (2023). Opportunities and challenges of digital competencies for women tourism entrepreneurs in Latin America: a gendered perspective. Journal of Sustainable Tourism, 1–21. https://doi.org/10.1080/09669582.2023.2189622
  35. Kjällander, S., Mannila, L., Åkerfeldt, A., & Heintz, F. (2021). Elementary Students’ First Approach to Computational Thinking and Programming. Education Sciences, 11(2), 80. https://doi.org/10.3390/educsci11020080
  36. Kuka, L., Hörmann, C., & Sabitzer, B. (2022). Teaching and Learning with AI in Higher Education: A Scoping Review (pp. 551–571). https://doi.org/10.1007/978-3-031-04286-7_26
  37. Linarce, J. M. (2012). A user’s guide to Winsteps Ministeps Rasch Model (Version 3.74.0. Chicago IL: Winstep. Com.
  38. Luo, W., Berson, I. R., & Berson, M. J. (2021). Integration of Digital Technology into an Early Childhood Teacher Preparation Program in China. Early Childhood Education Journal, 49(6), 1165–1175. https://doi.org/10.1007/s10643-020-01115-8
  39. Martínez-Piñeiro, E., Couñago, E. V., & Barujel, A. G. (2018). The role of the family in building digital competence. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação, 28, 1–13. https://doi.org/10.17013/risti.28.1-13
  40. Martzoukou, K., Kostagiolas, P., Lavranos, C., Lauterbach, T., & Fulton, C. (2022). A study of university law students’ self-perceived digital competences. Journal of Librarianship and Information Science, 54(4), 751–769. https://doi.org/10.1177/09610006211048004
  41. McGarr, O., Mifsud, L., & Colomer Rubio, J. C. (2021). Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain. Learning, Media and Technology, 46(4), 483–497. https://doi.org/10.1080/17439884.2021.1913182
  42. Mendoza-Chan, J., & Pee, L. G. (2024). Digital skilling of working adults: A systematic review. Computers & Education, 218, 105076. https://doi.org/10.1016/j.compedu.2024.105076
  43. Müller, K. W., & Scherer, L. (2022). Excessive Use Patterns and Internet Use Disorders: Effects on Psychosocial and Cognitive Development in Adolescence. Praxis Der Kinderpsychologie Und Kinderpsychiatrie, 71(4), 345–361. https://doi.org/10.13109/prkk.2022.71.4.345
  44. Murphy, B., & Feeney, O. (2023). AI, Data Analytics and the Professions (pp. 35–51). https://doi.org/10.1007/978-3-031-31494-0_3
  45. Nguyen, T. Q., Ngoc, P. T. A., Phuong, H. A., Duy, D. P. T., Hiep, P. C., McClelland, R., & Noroozi, O. (2024). Digital competence of Vietnamese citizens: An application of digcomp framework and the role of individual factors. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12585-3
  46. Padilla-Carmona, M. T., Suárez-Ortega, M., & Sánchez-García, M. F. (2016). Digital inclusion of mature students: Analysis of their attitudes and ICT competences. Revista Complutense de Educación, 27(3), 1229–1246. https://doi.org/10.5209/rev_RCED.2016.v27.n3.47669
  47. Palomares-Ruiz, A., Cebrián, A., López-Parra, E., & García-Toledano, E. (2020). ICT Integration into Science Education and Its Relationship to the Digital Gender Gap. Sustainability, 12(13), 5286. https://doi.org/10.3390/su12135286
  48. Patwardhan, V., Mallya, J., Shedbalkar, R., Srivastava, S., & Bolar, K. (2023). Students’ Digital Competence and Perceived Learning: The mediating role of Learner Agility. F1000Research, 11, 1038. https://doi.org/10.12688/f1000research.124884.2
  49. Perifanou, M., Tzafilkou, K., & Economides, A. A. (2021). The Role of Instagram, Facebook, and YouTube Frequency of Use in University Students’ Digital Skills Components. Education Sciences, 11(12), 766. https://doi.org/10.3390/educsci11120766
  50. Pons-Salvador, G., Zubieta-Méndez, X., & Frias-Navarro, D. (2022). Parents’ digital competence in guiding and supervising young children’s use of the Internet. European Journal of Communication, 37(4), 443–459. https://doi.org/10.1177/02673231211072669
  51. Prasetiyo, W. H., Sari, B. I., Rahmawati, N., & Pambudi, G. (2022). Peningkatan Kompetensi Digital bagi Guru Muhammadiyah dalam Menghadapi Society 5.0. Warta LPM, 91–100. https://doi.org/10.23917/warta.v25i1.601
  52. Puspitasari, L., & Ishii, K. (2016). Telematics and Informatics Digital divides and mobile Internet in Indonesia : Impact of smartphones. Telematics and Informatics, 33(2), 472–483. https://doi.org/10.1016/j.tele.2015.11.001
  53. Rodríguez Muñoz, F. J., & Ruiz-Domínguez, M. del M. (2021). The digital competence of secondary school literature teachers in Spain. Texto Livre: Linguagem e Tecnologia, 14(3), e31351. https://doi.org/10.35699/1983-3652.2021.31351
  54. Rudiantara. (2019). DAMO: Discovery, Adventure, Momentum, dan Outlook di Kominfo Memori Pertanggungjawaban Menteri Komunikasi dan Informatika Republik Indonesia 2014-2019. Kementerian Komunikasi dan Informatika Republik Indonesia. https://k-cloud.kominfo.go.id/s/DAMOChiefRA#pdfviewer
  55. Sánchez-Canut, S., Usart-Rodríguez, M., Grimalt-Álvaro, C., Martínez-Requejo, S., & Lores-Gómez, B. (2023). Professional Digital Competence: Definition, Frameworks, Measurement, and Gender Differences: A Systematic Literature Review. Human Behavior and Emerging Technologies, 2023, 1–22. https://doi.org/10.1155/2023/8897227
  56. Scholes, L., Rowe, L., Mills, K. A., Gutierrez, A., & Pink, E. (2024). Video gaming and digital competence among elementary school students. Learning, Media and Technology, 49(2), 200–215. https://doi.org/10.1080/17439884.2022.2156537
  57. Shala, A., & Grajcevci, A. (2018). Digital competencies among student populations in Kosovo: the impact of inclusion, socioeconomic status, ethnicity and type of residence. Education and Information Technologies, 23(3), 1203–1218. https://doi.org/10.1007/s10639-017-9657-3
  58. Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch : Untuk Penelitian Ilmu-Ilmu Sosial (B. Trim, Ed.; Revisi). Trim Komunikata Publishing House.
  59. Sutormina, N. V. (2024). Features of digital competence of schoolchildren and students and the specifics of their use of the Internet for educational purposes. Perspectives of Science and Education, 67(1), 640–658. https://doi.org/10.32744/pse.2024.1.36
  60. Syahrin, S., Almashiki, K., & Alzaanin, E. (2023). The Impact of COVID-19 on Digital Competence. International Journal of Advanced Computer Science and Applications, 14(1). https://doi.org/10.14569/IJACSA.2023.0140156
  61. Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Development and validation of students’ digital competence scale (SDiCoS). International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00330-0
  62. UNESCO. (2018). A Global Framework of Reference on Digital Literacy and Skills for Indicator 4.4.2. A Global Framework of Reference on Digital Literacy and Skills for Indicator 4.4.2
  63. Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLOS ONE, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
  64. Verdú-Pina, M., Grimalt-Álvaro, C., Usart, M., & Gisbert-Cervera, M. (2024). The digital competence of teachers and students in secondary education schools. Edutec. Revista Electrónica de Tecnología Educativa, 87, 134–150. https://doi.org/10.21556/edutec.2024.87.3061
  65. Vrcelj, S., Kušić, S., & Mrnjaus, K. (2023). Artificial Intelligence and Education: Rivals or Allies? JAHR, 14(2), 429–445. https://doi.org/10.21860/j.14.2.9
  66. Vuorikari, R., Punie, Y., Carretero Gomez, S., & van Den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC101254
  67. Widhiarso, W., & Sumintono, B. (2016). Examining response aberrance as a cause of outliers in statistical analysis. Personality and Individual Differences, 98, 11–15. https://doi.org/10.1016/j.paid.2016.03.099
  68. Wirth, R., Houts, C., & Deal, L. (2016). Rasch Modeling With Small Samples: A Review Of The Literature. Value in Health, 19(3), A109. https://doi.org/10.1016/j.jval.2016.03.1841
  69. Zhao, Y., Sánchez Gómez, M. C., Pinto Llorente, A. M., & Zhao, L. (2021). Digital Competence in Higher Education: Students’ Perception and Personal Factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184

DB Error: Unknown column 'Array' in 'where clause'