Identification of student digital literacy competencies using Rasch model analysis

Purpose This study aims to identify the digital literacy competencies of students attending Islamic Senior High Schools (Madrasah Aliyah) in Palembang City. Design/methodology/approach Using a survey method with a non-experimental research design, the study involved 253 student participants. Data were analyzed using the Rasch model. Findings The results indicated an item reliability index of 0.95, categorized as excellent, and a Cronbach’s alpha coefficient of 0.78, indicating good internal consistency. The standard deviation was 0.67, suggesting that students’ digital literacy levels were moderate. The average logit value was 0.00 with a standard deviation of 0.42, reflecting a varied distribution of item difficulty. These findings confirm that the instrument used is valid and reliable for measuring students’ digital literacy competencies. Further analysis revealed significant differences in digital literacy levels based on gender. Research limitations/implications This study offers comprehensive and objective insights into students’ digital competencies, which can inform the development of more effective, technology-integrated learning strategies tailored to individual learner needs. Originality/value Digital literacy has emerged as a fundamental competency in the 21st century, enabling individuals to access information, create media content, and communicate effectively anytime and anywhere through diverse and rapidly evolving technologies.