Mapping And Measuring Digital Literacy In Secondary Education Through Systematic Literature Review Of Psychometric And Implication

Authors

  • Via Indriani Kumala Sari Master’s Program in Educational Research and Evaluation Semarang State University, Sekaran Campus, Gunungpati, Semarang 50229, Indonesia
  • Djuniadi Master’s Program in Educational Research and Evaluation Semarang State University, Sekaran Campus, Gunungpati, Semarang 50229, Indonesia
  • Wiwi Isnaeni Master’s Program in Educational Research and Evaluation Semarang State University, Sekaran Campus, Gunungpati, Semarang 50229, Indonesia
  • Ani Rusilowati Master’s Program in Educational Research and Evaluation Semarang State University, Sekaran Campus, Gunungpati, Semarang 50229, Indonesia

DOI:

https://doi.org/10.21009/PIP.392.5

Keywords:

Digital Literacy, Psychometric, Secondary Education

Abstract

The rapid advancement of digital technology has profoundly transformed education and other aspects
of life. In the 21st century, digital literacy has become a core competence for secondary school students to
navigate academic, social, and professional environments. However, assessment efforts remain inconsistent, as
most instruments are designed for university students or teachers. This study aims to identify and analyze
research on digital literacy assessment instruments for secondary education through a Systematic Literature
Review (SLR) following the PRISMA protocol. Guided by the PICOS framework, 22 articles published between
2021 and 2025 were selected from six international databases (Scopus, ERIC, Google Scholar, SpringerLink,
Garuda, and DOAJ Indonesia). The findings demonstrate a rapid increase in research on digital literacy
assessment, with the DigComp 2.1 and UNESCO MIL frameworks being the most widely adopted, while several
countries, including Indonesia, have developed localized models. Psychometric analyses reveal a methodological
shift toward modern approaches such as the Rasch Model, Confirmatory Factor Analysis (CFA), and Aiken’s V,
ensuring stronger construct validity. These findings underscore significant implications for curriculum
development, educational policy, and learning strategies. Overall, this study strengthens the conceptual and
psychometric foundations of digital literacy assessment and offers strategic guidance for developing valid,
reliable, and contextually grounded instruments to enhance education in the digital era.

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Published

2025-12-24

How to Cite

Kumala Sari, V. I., Djuniadi, Isnaeni, W., & Rusilowati, A. (2025). Mapping And Measuring Digital Literacy In Secondary Education Through Systematic Literature Review Of Psychometric And Implication. Perspektif Ilmu Pendidikan, 39(2), 123–133. https://doi.org/10.21009/PIP.392.5

Issue

Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)

Section

Articles

License

Copyright (c) 2025 Via Indriani Kumala Sari, Djuniadi, Wiwi Isnaeni, Ani Rusilowati

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