Structural Modelling of Information Communication Technology (ICT) Facilities and Blended Learning Mediate Lecturers' Digital Literacy Competence on Students' Digital Skills

Abstract

The success of blanded learning method in higher education is very important to overcome various kinds of competency problems that must be given to all students with diverse talents and interests they have in facing the digital era. The blended learning method by utilising ICT facilities and supported by lecturers' digital literacy competencies by integrating technology into the college curriculum will be able to provide reproducible student digital skills competencies to acquire competencies and face the 21st century. The purpose of the study was to test the structural model to reveal the direct and indirect effects of ICT facilities and blended learning mediating lecturers' digital literacy competencies on student digital skills. This research is based on a quantitative approach with the type of survey research on IAIN Kudus students as many as 80 students from S1 and S2 programmes with the research sampling technique, namely cluster sampling, data collected through questionnaire data using google form. Data testing techniques used in this study using SEM-SmartPLS 4 analysis include research causal relationship tests with two calculations, namely: 1). PLS Algorithm, and 2). Bootstrapping. The main causal relationship of variables that can be seen from the existing fit model is: direct effect and indirect effect. The results showed that the structural model was declared fit with SRMR of 0.085 below 0.100; found that: (1). There is a positive and significant direct effect between Lecturer Digital Literacy Competence and Blended Learning with a figure of 0.722, (2). There is no positive and significant direct influence between Lecturers' Digital Literacy Competence and students' Digital Skills with a figure of -0.276, (3). There is a positive and significant direct influence between Lecturers' Digital Literacy Competence and ICT Facilities with a figure of 0.479, (4). There is a direct positive and significant influence between Blended Learning and Digital Skills of students with a figure of 0.472, (5). There is a direct positive and significant influence between Blended Learning and ICT Facilities with a figure of 0.480, (6). There is a positive and significant direct influence between ICT Facilities and Digital Skills of students with a figure of 0.433, (7). There is a positive and significant indirect effect between the Digital Literacy Competence of Lecturers mediated by ICT Facilities on student Digital Skills with a figure of 0.207, (8). There is a positive and significant indirect influence between Blended Learning mediated by ICT Facilities on Student Digital Skills with a figure of 0.208, (9). There is an indirect effect of Digital Literacy Competence of Lecturers mediated by Blended Learning on ICT Facilities with a figure of 0.347, (10). There is an indirect effect of Digital Literacy Competence of Lecturers mediated by Blended Learning on Digital Skills of students with a figure of 0.341, (11). There is no indirect effect of Digital Literacy Competence of Lecturers mediated together between Blended Learning and ICT Facilities on student Digital Skills with a figure of 0.150. The eleven findings show that student digital skills in higher education really need the support of lecturers as human resources who have digital literacy competencies, blended learning and excellent ICT facility support according to the needs in teaching and learning activities.