Technological literacy: Concept, assessment, and impact for physics learning in senior high school

Abstract

. The main problem of this research is that the concept, assessment, and impact of technological literacy in physics learning have not been properly measured. The research aimed to examine the concept, dimensions, and the impact of technological literacy in physics at senior high school. The research method used is a Systematic Literature Review (SLR) with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. A total of 20,223 publications were identified, and 71 were included as journal samples in the SLR. Result defined technological literacy is the ability to access, understand, evaluate, use, and engineer technology. The assessment framework is divided into three dimensions: Technological Knowledge, Technological Capability, and Technological Ethics. The assessment indicators are divided into eight categories: Technology and Society, Technological Concept, Technological Analysis and Evaluation, Technology Procedural, Design, Maintenance and Troubleshooting, Technological Interest, Technological Value, Technological Ethics, Equity, and Responsibility. The context of physics-related technology is divided into seven categories: Medical, Agricultural and Biotechnology, Energy and Power, Information and Communication, Transportation, Manufacturing, and Construction. Technological literacy impacts teachers' ability to integrate technology into learning. Technological literacy also helps students develop a deeper understanding of technology, including its mechanisms, functions, social impacts, and broader implications.