S.M.A.R.T. learning objectives in improving digital self-efficacy (DSE) of adult learners in society 5.0.

This article presents how S.M.A.R.T. Learning Objectives can solve the gap of today's adult learners in digital skills by increasing their Digital Self-Efficacy. This study answers the research questions: Do S.M.A.R.T. Learning Objectives affect the DSE of adult learners at Community Learning Center LKP El Rahma Bengkulu Course? What is the condition of DSE for adult learners at Community Learning Center LKP El Rahma Bengkulu Course before and after the implementation of S.M.A.R.T. Learning objectives? To answer those research questions, this study carried a mixed method approach, combining quantitative and qualitative approaches, with quantitative descriptive methods as the main method. The research was carried out using an experimental approach (pre-experiment vs post-experiment) using field research data and a survey of the Digital Self-Efficacy (DSE) Scale to 40 adult learners at Community Learning Centre LKP El Rahma Bengkulu. The analysis uses the comparison test, Pair T-Test to see the difference between before using the SMART learning objective (SMART LO) compared to after using the SMART LO. In addition, interviews have been conducted to obtain more in-depth information. It found a significant rise in the DSE Scale after the treatment. The deeper analysis through interviews also found that learners who were actively involved in the SMART LO process, not only have a higher DSE Scale but also said that they are now more confident in learning other topics by utilizing digital tools. This significant result is by far related to the characteristics of the learners as adults who were voluntarily joining the learning process which mostly has a strong intrinsic motivation and becomes an even stronger drive to enhance the learner's confidence in learning. In connection with the learner's self-directed learning (SDL), the S.M.A.R.T. Learning Objectives increase the adult learners' self-control, and their learning management which eventually increases their confidence in learning, hence increasing learners' DSE. [ABSTRACT FROM AUTHOR]

Copyright of AIP Conference Proceedings is the property of American Institute of Physics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)