Digital Literacy Level And Digital Technology Security Competencies In Students In Medan City

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Introduction

The rapid development of technology, especially in the fintech industry, has brought about both positive and negative impacts. One of the increasingly worrying negative impacts is the rise in cyber crime, with social engineering as a common modus operandi. Digital literacy is a crucial concept that serves as a guide in preventing cyber crime. In addition to digital literacy, digital technology security competencies (KKTD) are also essential in preventing social engineering. Therefore, a study entitled "Digital Literacy Level and Digital Technology Security Competencies in Students in Medan City" was conducted to explore this issue in greater depth.

Background

The increasing reliance on digital technology has led to a significant rise in cyber crime. Social engineering, a type of cyber crime, involves manipulating individuals into divulging sensitive information or performing certain actions. This type of crime is often carried out through phishing, pretexting, and baiting. The rapid growth of fintech has created new opportunities for cyber criminals to exploit. As a result, it is essential to develop digital literacy and KKTD to prevent cyber crime.

Methodology

This study employed a correlational quantitative method to examine the relationship between digital literacy levels and cyber crime prevention competencies in the financial technology sector among students in Medan. The study measured the level of digital literacy of students from public and private universities in Medan using Japanese indicators. The indicators used were:

  • Selection indicator: This indicator measures the ability of students to select and use digital technology effectively.
  • Participation indicator: This indicator measures the ability of students to participate in digital platforms and online communities.
  • KKTD indicator: This indicator measures the level of digital technology security competencies among students.

Results

The results of the study showed that the majority of students in Medan had a very high digital literacy rate. The selection indicator had the highest digital literacy index value of 90%, while the participation indicator obtained the lowest value with an index of 59%. For the KKTD level, students in Medan had competencies in three categories: basic (very high), medium (medium), and advanced (high).

Analysis

The analysis conducted through the Spearman correlation test showed a correlation coefficient of 0.648. This indicates that there is a strong and positive relationship between the level of digital literacy (Japelidi) and the Competence of Siber Crime Prevention (KKTD) among students in Medan.

Discussion

The results of this study suggest that although students in Medan show a high level of digital literacy, there is still room to increase their participation in various digital platforms. Awareness of digital security must be instilled early on, especially among students who are the next generation. Counseling and training on cyber security are very important to reduce the risk of cyber crime.

Conclusion

With the increase in digital literacy and technological security competencies, students are expected to become agents of change in maintaining digital security in the community. This research opens opportunities for strategic steps in developing curriculum and educational programs that emphasize the importance of digital security, and encourage students to be more active in participating in cyber security initiatives.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Developing curriculum and educational programs: Educational institutions should develop curriculum and educational programs that emphasize the importance of digital security and encourage students to be more active in participating in cyber security initiatives.
  • Counseling and training on cyber security: Counseling and training on cyber security should be provided to students to reduce the risk of cyber crime.
  • Increasing awareness of digital security: Awareness of digital security must be instilled early on, especially among students who are the next generation.
  • Encouraging participation in digital platforms: Students should be encouraged to participate in various digital platforms and online communities to increase their digital literacy and KKTD.

Limitations

This study has several limitations, including:

  • Sample size: The sample size of this study was limited to students from public and private universities in Medan.
  • Indicators used: The indicators used in this study were limited to Japanese indicators, which may not be applicable to other contexts.
  • Correlational design: The study employed a correlational design, which may not establish causality between digital literacy and KKTD.

Future Research Directions

Future research should aim to:

  • Examine the relationship between digital literacy and KKTD in other contexts: Future research should examine the relationship between digital literacy and KKTD in other contexts, such as in other cities or countries.
  • Develop a more comprehensive model of digital literacy and KKTD: Future research should develop a more comprehensive model of digital literacy and KKTD that takes into account multiple factors, such as demographic characteristics and educational background.
  • Investigate the effectiveness of educational programs in promoting digital literacy and KKTD: Future research should investigate the effectiveness of educational programs in promoting digital literacy and KKTD among students.

Q1: What is digital literacy, and why is it important?

A1: Digital literacy refers to the ability to effectively and safely use digital technology to access, evaluate, and create information. It is essential in today's digital age, as it enables individuals to navigate the online world, make informed decisions, and protect themselves from cyber threats.

Q2: What is digital technology security competencies (KKTD), and how is it related to digital literacy?

A2: Digital technology security competencies (KKTD) refer to the knowledge and skills required to prevent and respond to cyber threats. It is closely related to digital literacy, as individuals with high digital literacy levels are more likely to possess KKTD.

Q3: What are the indicators used to measure digital literacy and KKTD?

A3: The indicators used to measure digital literacy and KKTD in this study include:

  • Selection indicator: Measures the ability to select and use digital technology effectively.
  • Participation indicator: Measures the ability to participate in digital platforms and online communities.
  • KKTD indicator: Measures the level of digital technology security competencies.

Q4: What are the results of the study, and what do they mean?

A4: The results of the study showed that the majority of students in Medan had a very high digital literacy rate. However, there is still room to increase their participation in various digital platforms. The study also found a strong and positive relationship between digital literacy and KKTD.

Q5: What are the implications of the study, and what can be done to improve digital literacy and KKTD?

A5: The study has several implications, including the need to develop curriculum and educational programs that emphasize the importance of digital security, and encourage students to be more active in participating in cyber security initiatives. Counseling and training on cyber security should also be provided to students to reduce the risk of cyber crime.

Q6: What are the limitations of the study, and what can be done to address them?

A6: The study has several limitations, including the sample size, indicators used, and correlational design. Future research should aim to address these limitations by using a larger sample size, more comprehensive indicators, and a more robust research design.

Q7: What are the future research directions, and what can be done to advance the field of digital literacy and KKTD?

A7: Future research should aim to examine the relationship between digital literacy and KKTD in other contexts, develop a more comprehensive model of digital literacy and KKTD, and investigate the effectiveness of educational programs in promoting digital literacy and KKTD.

Q8: How can educators and policymakers promote digital literacy and KKTD among students?

A8: Educators and policymakers can promote digital literacy and KKTD among students by developing curriculum and educational programs that emphasize the importance of digital security, providing counseling and training on cyber security, and encouraging students to participate in digital platforms and online communities.

Q9: What are the benefits of promoting digital literacy and KKTD among students?

A9: Promoting digital literacy and KKTD among students can have several benefits, including reducing the risk of cyber crime, improving online safety, and enhancing digital citizenship.

Q10: How can individuals protect themselves from cyber threats and promote digital literacy and KKTD?

A10: Individuals can protect themselves from cyber threats and promote digital literacy and KKTD by staying informed about online safety, using strong passwords, being cautious when clicking on links or downloading attachments, and participating in online communities and digital platforms.