Feasibility Analysis Of A Web-Based Digital Competency Evaluation Tool In Distance Education
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Penelitian ini bertujuan untuk menganalisis kelayakan Web-Based Digital Competency Evaluation Tool sebagai instrumen evaluasi kompetensi digital dalam konteks pendidikan jarak jauh. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode studi kelayakan. Subjek penelitian terdiri atas 21 responden yang memiliki pengalaman dalam pembelajaran daring. Pengumpulan data dilakukan menggunakan kuesioner berbasis web yang terintegrasi langsung dalam aplikasi, mencakup dimensi usability, practicality, accessibility, dan content relevance. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata, standar deviasi, serta uji reliabilitas instrumen dengan koefisien Cronbach’s alpha. Hasil penelitian menunjukkan bahwa alat evaluasi memiliki tingkat kelayakan yang tinggi dengan skor rata-rata keseluruhan sebesar 1,88 serta reliabilitas yang sangat tinggi (Cronbach’s alpha = 0,981). Temuan ini didukung oleh data kualitatif yang menunjukkan bahwa sistem mudah digunakan, memiliki navigasi yang jelas, dan konten yang relevan dengan kebutuhan kompetensi digital pembelajar jarak jauh. Penelitian ini memberikan kontribusi bagi bidang teknologi pendidikan dalam pengembangan instrumen evaluasi berbasis web yang valid, praktis, dan adaptif untuk mendukung implementasi pembelajaran jarak jauh.
This study aims to examine the feasibility of a Web- Based Digital Competency Evaluation Tool developed to support the assessment of digital competencies in distance education settings. A descriptive quantitative approach was employed using a feasibility study design. The participants consisted of 21 respondents with prior experience in online learning environments. Data were collected through a structured web-based questionnaire integrated into the evaluation tool, assessing four key dimensions: usability, practicality, accessibility, and content relevance. Data analysis was conducted using descriptive statistics, including mean scores and standard deviations, along with reliability testing using Cronbach’s alpha. The results indicate that the evaluation tool demonstrates a high level of feasibility, with an overall mean score of 1.88 and excellent internal consistency (Cronbach’s alpha = 0.981). Qualitative feedback further supports these findings, highlighting intuitive navigation, clear interface design, and strong alignment between the evaluation content and essential digital competency requirements for distance learners. This study contributes to the field of educational technology by providing empirical evidence on the development and feasibility of a web-based digital competency assessment tool that is practical, reliable, and adaptable for implementation in distance education contexts.
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