Jurnal Pendidikan Fisika

– This article aims to evaluate the digital competencies of prospective teachers in Indonesia in the context of digital education. A survey method was used to collect data from students and alumni of the physics education program from 2017 to 2022. A total of 248 respondents participated in the study, consisting of 202 students and 46 alumni. The collected data were then analyzed quantitatively. The research findings indicate that the majority of respondents showed a positive response to their abilities in all assessed dimensions of digital competencies. Literacy in information and data, communication and collaboration, digital content creation, safety, and problem-solving received favorable ratings. However, there is potential to improve skills in digital content creation. Overall, the respondents demonstrated a good level of competence in the evaluated digital competency indicators. The data also revealed that students and alumni of the physics education program are accustomed to using technology in their academic activities. They utilize Learning Management Systems (LMS) to access course materials, submit assignments, and take exams. Additionally, they employ various applications and collaborate online in groups. The program also offers courses that support the use of technology in learning. In conclusion, the perception of pre-service teachers towards digital competence is positive due to the support provided by the study program in offering technology-integrated courses.


I. INTRODUCTION
The rapid advancement of digital technology has brought about a paradigm shift in the field of education, replacing traditional learning methods with technologybased approaches (Drent & Meelissen, 2008;Fullan & Smith, 1999;Ghavifekr & Rosdy, 2015). This transformation has underscored the increasing importance of conducting research to understand the role of technology in education. As educational practices evolve in response to technological advancements, it is crucial to investigate the impact of digital technology on teaching and learning processes to inform pedagogical strategies and enhance educational outcomes. F. R. Rahim, Y. R. Yustiana | JPF | Volume 11 | Number 2 | 2023 | 225 -240 226 However, there are several issues and challenges that may be encountered by teachers, particularly those who are not accustomed to digital technology (Daniels et al., 2020;Nicol et al., 2018). Many teachers still lack the necessary skills to effectively utilize technology in the classroom (Krumsvik, 2011;Yang et al., 2020) (Puerling, 2012).
Prospective physics teacher education students, who belong to the generation immersed in the digital era (Liza & Andriyanti, 2020), possess a distinctive need for comprehensive digital competencies. This necessity arises from the intrinsic demands of the physics discipline, which require students to exhibit self-assurance, adeptness in critical thinking, and ingenuity in achieving educational goals (Ferrari et al., 2014;Rahim et al., 2020). Moreover, the effective utilization of technology is of paramount importance, as it plays a pivotal role in the learning and teaching processes (Darmaji et al., 2020;Svensson & Baelo, 2015).
Additionally, physics education heavily emphasizes inquiry-based learning approaches, placing further emphasis on the significance of equipping prospective teachers with the requisite knowledge and skills to integrate technology seamlessly into instructional practices (Sunardi et al., 2023).
One of the universities that offers a  (Cohen et al., 2017).
This approach provided descriptive, inferential, and explanatory information.
Additionally, surveys are easily distributed to large groups, ensuring anonymity, and providing a general overview of a specific field (Johnson & Onwuegbuzie, 2004). Data collection involves several procedures. These procedures are depicted in Figure 1.

Figure 1. Data collection procedure
Step 1 Determine the research inquiry or the scope of the survey (digital competencies of preservice teaches) Step 2 Identify the main concept to measure (five elements of digital competencies) Step 3 Identify indicators based on the "concepts" of interest (40 indicators from 5 elements) Step 4 Design questionnaires and mode of administration (use typeform.com) Step 5  Problem-solving 0.502* 0.772* 0.729* 0.700* 1 *p<0.001

III. RESULTS AND DISCUSSION
Based on the assessment results from    To address these limitations, students can engage in training and courses that focus on digital content creation. They can learn technical skills such as using blogging platforms, website creation, or podcast production. Additionally, they can learn effective design strategies and techniques to ensure that the digital content they create is engaging, well-structured, and beneficial to students.
Students can also collaborate with their peers in creating digital content. They can form teams or project groups to combine their expertise and ideas. Such collaboration can help students overcome individual limitations and produce richer, more diverse, and more beneficial digital content.
By developing the ability to create compelling and beneficial digital content for students, students will be able to produce more diverse and relevant learning resources.
The digital content they create can enrich students' learning experiences, facilitate better understanding of concepts, and enhance their engagement in the learning process.