THE CONTRIBUTION OF DIGITAL LITERACY AND CREATIVITY TO STUDENTS’ ADVERSITY QUOTIENT THROUGH SELF-MANAGEMENT IN CONSTRUCTION VOCATIONAL EDUCATION

Arvieka Sabilla Putri Setiadi; Isnandar Isnandar; Machmud Sugandi

doi:10.36526/sosioedukasi.v15i4.9708

Authors

Arvieka Sabilla Putri Setiadi Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Isnandar Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Machmud Sugandi Universitas Negeri Malang, Malang, Jawa Timur, Indonesia

DOI:

https://doi.org/10.36526/sosioedukasi.v15i4.9708

Keywords:

Digital Literacy, Creativity, Self-Management, Adversity Quotient, Construction Vocational Education

Abstract

This study aims to analyze the contribution of digital literacy and creativity to students’ adversity quotient in construction vocational education, with self-management as a mediating variable. A quantitative approach was employed involving students of the Construction and Building Technology Program in vocational high schools in the Greater Malang area. Data were collected using instruments measuring digital literacy, creativity, self-management, and adversity quotient, and were analyzed using path analysis to examine the direct and indirect relationships among the variables, while the Sobel test was used to examine the mediating role of self-management. The findings indicate that digital literacy and creativity contribute positively and significantly to self-management and adversity quotient. Self-management also contributes positively and significantly to adversity quotient. Furthermore, self-management significantly mediates the contributions of both digital literacy and creativity to adversity quotient. These findings indicate that digital literacy and creativity contribute to students’ adversity quotient through different mechanisms. Integrating digital literacy, creative problem solving, and self-management into technical drawing instruction is therefore important to support students’ ability to face and overcome learning difficulties.

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