Development and Validation of a Blended Learning Framework Based on Virtual Indigenous Knowledge for Support Student Digital Literacy

Abstract

Digital transformation has changed practice learning at college high, but integration of technology learning is often not yet accompanied by an effort to preserve local knowledge (indigenous knowledge). Research: This aim is to develop and validate a framework for Blended Learning based on Virtual Indigenous Knowledge (VIK), designed to support learning in System Museum Management and improve student digital literacy. Research uses the Research and Development approach with the ADDIE model, which includes the stages analysis, design, development, implementation, and evaluation. The subject study consists of one expert validator, the lecturer’s guardian eye, lecturers, and students of the Science Study Program, Islamic Library and Information. Instruments study covering sheet validation, questionnaire practicality, and testing results learning. Data analysis using Aiken's V index, Intraclass Correlation Coefficient (ICC), descriptive statistics, and t-test. Research results show that the developed framework fulfils the valid, practical, and effective categories. Integration of Virtual Indigenous Knowledge in blended learning is capable increase access student to sources culture local, strengthening literacy information based on the SCONUL Seven Pillars framework, as well as increase involvement student in the learning process. Findings show that merging digital technology and indigenous knowledge can become an innovative strategy in education tall for support digital transformation at once preservation inheritance culture.