The Effect of Digital Literacy and Writing Skills on The Skills of Developing Teaching Materials for Prospective Teacher Students

: Instructional materials are an essential component of the learning process. The use of instructional materials can be tailored to students; requirements and characteristics. Prospective instructors must take courses on the development of teaching materials in order to acquire the skills necessary to create instructional materials. To have the skills to develop teaching materials, other skills are needed to support this, including digital literacy and writing skills for prospective teacher students. The purpose of this study was to determine the effect of digital literacy and writing skills on the skills of developing teaching materials for prospective teacher students. This study uses quantitative research methods using causal associative research, namely research that seeks the influence of one variable (independent) with other variables (dependent). The population of this study were 210 students of the Indonesian Language and Literature Education Study Program at UNP BP 2020. The sample selection technique uses purposive sampling. The number of samples obtained were 35 students. The research instrument is in the form of teaching material products, performance tests. Assessment is carried out with the help of an assessment rubric. The data analysis method uses SPSS with the Multiple Regression analysis method. The results of the study show that digital literacy and writing skills have a significant effect on the skills of developing teaching materials for prospective teacher students both collectively and individually.

practice questions and explanations of the material based on competency criteria and indicators (Pearls & Emilia, 2022). Digital teaching materials can be defined as learning materials that are digitized and interconnected (Sariyatun, et al., 2021). These teaching materials are organized in an electronic format that articulates the scope and sequence of curricular content (Tossavainen, et al., 2020). It aids students in gaining a deeper comprehension of the subject due to its ability to collect data more rapidly (Zwart, et al., 2017). With the ability to capture data, digital teaching materials can offer time and cost savings as well as unlimited access (Russo, 2019;Cheon, et al., 2012).
Understanding the design and implementation processes of these resources is just as crucial as using technology and other materials in the classroom. Improving the technology infrastructure alone is insufficient because instructors are responsible for using instructional technology and digital learning resources (Simşek & Yazici, 2021). Teachers are essential to the integration of educational concepts and technology (Inan & Lowther, 2010). The blending of educational concepts with technology requires teachers. As a result, teachers need to be knowledgeable about educational technology, especially as it relates to the creation of digital teaching resources. (Simşek & Yazici, 2021).
In popular discourse and academic scientific literature, digital literacy is synonymous with digital skills, digital fluency, digital capabilities, digital competence, digital intelligence, etc. (Iskandar, et al., 2022). Providing instructors with high-quality curriculum materials aligned with digital literacy standards is a way to ensure that all students receive an equitable education. According to Pratolo and Solikhati (2021), digital literacy abilities are not only considered 21st century skills but also learning and living skills. As a result, teachers must foster these skills in order for students to consume and generate in a digital society (Erwin & Mohammed, 2022). Teachers who have assimilated lifelong learning in the digital age must be able to make appropriate use of information and technology and organize educational programs to increase students; digital literacy awareness (Demir, et al., 2022).
Digital literacy is more than just the knowledge, skills and abilities needed to use information technology and the internet (Gökdaş & Çam, 2022). Digital literacy has a broad definition that incorporates the technical, cognitive, and social attitudes of online and offline learning with digital technology (Ng, 2012). In recent years, events that demand increased technological competence, critical and ethical reasoning, and a sense of digital citizenship have heightened the need for digital literacy (Tham, et al., 2021). The idea of digital competence places an emphasis on both technological know-how and cognitive and behavioural personality traits (Ramboousek, et al., 2016). Digital literacy is essential for both children and adults as a survival skill for the 21st century because technological advancements and digitalization cannot be avoided in the present and future eras, necessitating adaptable human resources (HR) (Ahsan, et al., 2022;Atmojo, et al., 2022).
All disciplines must participate in the digital transformation process, which involves integrating the process with the vision and goal of the university, in order JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Volume 8 (2) 2023, 666-682 E-ISSN 2614-8021, P-ISSN 2548 for institutions to be successful in the digital transformation and for students to be digitally literate (Ozcan, 2022). Students in tertiary institutions, including those that educate future instructors, must have digital literacy skills so that they can grow professionally and prepare their students to be digitally literate (Rahmi, et al., 2022). In this regard, it is recommended that educators improve their skills according to standards, especially those related to digital literacy (Spante, et al., 2018;Atmazaki & Indriyani, 2019;Syahrul, et al., 2019). As someone who guides and introduces students to competency development, teachers must acquire competence as a guiding instrument (Tican & Deniz, 2019). Because the availability of learning resources affects students; participation in the learning process, receipt of learning resources, annotation of learning resources, and identification of reliable and accessible learning resources, educators can support students; learning through the use of digital literacy (Atmojo, et al., 2022).
In addition to digital literacy which is one aspect of developing teaching materials, as a language teacher, it is necessary to have writing skills. This is related to teaching materials designed by teachers need to be adapted to the needs, situations and characteristics of students. According to specialists, activities designed to develop the ability to compose informative texts should incorporate appropriate instructional materials. These resources consist of magazines, newspapers, periodicals, web tools, sample texts, and textbooks (Yesul & Anshu, 2022). The utilization of materials in educational and training environments will spur students to learn more by increasing their interest in the subjects being covered in class (Şaşmaz & Çifci, 2023). In addition, learning Indonesian is text-based, so teachers need to write these texts as a way to design the expected teaching materials (Atmazaki, et al., 2020).
Writing and thinking are two things that are recursively related and influence each other (Etemadzadeh, et al., 2013;Nejmaoui, 2019). By writing, one trains one;s thinking skills because to convey messages that are easy to understand, clear, coherent, and neat, one must be able to transform abstract ideas in one;s mind into concrete concepts that can be clarified explicitly (Sumarno, et al., 2022). Writing is a process that involves planning, interpreting, and reviewing in addition to literally communicating knowledge, thoughts, feelings, experiences, news, and imagination from the writer to the readers (Luo, et al., 2022). It is a means of self-expression; a better way could not be found. Moreover, it is an effective tool for those who wish to bring about real reforms in their society and country (Damanik, 2022). Writing has a big and effective role in adding to human information and making him an encyclopaedic person, especially if he is a person who is distinguished by his various interests (Al-Mikhlafi, 2019).
Writing is the foundation of education and one of the most fundamental requirements across all disciplines. Additionally, it should be noted that writing is extremely essential in both personal and professional life, as it is in college and in the real world. Individuals who fail to cultivate these skills may have difficulty competing for jobs against more qualified applicants (Ismael, et al., 2021). Students; writing is one of the most essential indicators of their progress and learning at JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Volume 8 (2) 2023, 666-682 E-ISSN 2614-8021, P-ISSN 2548 university. In particular, language students must be proficient in writing. Writing is at the top of the hierarchy of learning skills and language abilities (Damanik, 2022). One of the implications of language students in writing skills is being able to write texts in various genres to be applied to the development of their teaching materials when they become teachers. One of the subjects in the Indonesian Language and Literature Education Study Program, FBS UNP, is the development of teaching materials. In this lecture, students create an independent project in the form of developing digital teaching materials for one text for each student. Based on that, the purpose of this study was to analyse the effect of digital literacy and students; writing skills on the skills of developing Indonesian digital teaching materials.

B. Methods
This study uses quantitative research methods using causal associative research, namely research that seeks the influence of one variable (independent) with other variables (dependent). This study looks at the relationship between digital literacy and writing skills on the skills of developing Indonesian language teaching materials by prospective teacher students. The population of this study were students of the Indonesian Language and Literature Education Study Program at UNP class of 2020 with a total of 210 students. Based on that, it is necessary to do sampling. The sample selection technique uses purposive sampling by determining sampling by establishing certain characteristics. The number of samples obtained were 35 students. The research instrument is a test. Assessment is carried out with the help of an assessment rubric. The data analysis method uses SPSS with the Regression analysis method with the following order of analysis, namely Normality test, Linearity Test, Multicollinearity Test, Autocorrelation Test, Heteroscedasticity Test, Hypothesis Test (t test, F test, R2) (Purwanto, 2019). The research hypothesis is as follows.
a. H0: There is no effect of digital literacy on the skills of developing Indonesian teaching materials by prospective teacher students. b. Ha: There is an influence of digital literacy on the skills of developing Indonesian language teaching materials by student teacher candidates. c. H0: There is no effect of writing skills on the skills of developing Indonesian language teaching materials by prospective teacher students. d. Ha: There is an influence of writing skills on the skills of developing Indonesian language teaching materials by student teacher candidates. e. H0: There is no joint effect between digital literacy and writing skills on the skills of developing Indonesian language teaching materials by prospective teacher students. f. Ha: There is a joint influence between digital literacy and writing skills on the skills of developing Indonesian language teaching materials by prospective teacher students. Second, test the linearity of the data. This test aims to test whether a regression model has a linear form which aims to convince researchers that this model really meets the assumption of linearity. One way to do a linearity test is to use the Deviation from Linearity test. If the value is significant (p>0.05) then our model can be said to be linear (Widhiarso, 2010). Based on the analysis using SPSS, the results of the data linearity test can be seen in the following table.
JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Volume 8 (2) 2023, 666-682 E-ISSN 2614-8021, P-ISSN 2548  The results of Deviation from Linearity have a significant value (p > 0.05) which is 0.199 so it can be concluded that the variables in this study have a linear relationship.
Third, Multicollinearity Test. The purpose of this test is to detect whether there is a correlation between independent variables in a regression model. One of the methods used to detect multicollinearity in regression analysis is to look at the Variance Inflation Factor (VIF) value. A regression model if the VIF value produces numbers 1-10 then the regression model does not contain multicollinearity (Sujarweni, 2008). Based on the analysis using SPSS, the results of the Multicollinearity Test can be seen in the following table. Fourth, Autocorrelation Test. The purpose of this test is to test whether there is a correlation between the interference error in period t (the year of observation) and the interference error at t-1 (the previous year). One method to test this is to use the Durbin Watson value (Sujarweni, 2008). SPSS analysis results for the Autocorrelation test can be seen in the following table. Fifth, the Heteroscedasticity Test is a test conducted to find out whether in one regression model there is a difference in variance from the residual one observation to another. One of the tests that can be done is the Glejser Test. The results of the Heteroscedasticity test are as follows. The regression model equation in this study is as follows: Profitability = 8.075 -0.657X1 -0.803X2 +e a. If the variables X1 and X2 do not exist or are equal to zero, the ability to create instructional materials will improve by 8.075% or 807.5%. b. If X1 (digital literacy) increases by 1%, the skills in developing instructional materials will increase by 65%, assuming all other variables remain constant. c. If X2 (skills for developing teaching materials) increases by 1%, the skills for developing teaching materials will increase by 80%, presuming that all other variables remain unchanged.
Seventh, Hypothesis Testing. Partial Test (t test) Hypothesis formulation a. H0 = There is no influence between the independent variable (X) on the dependent variable (Y) b. Ha = There is an influence between the independent variable (X) on the dependent variable (Y) Decision making by looking at the p-value on the t test with the following conditions: If the P-Value > 0.05 then H0 is accepted If the P-Value < 0.05 then H0 is rejected From the results of the analysis obtained the following results:  Based on the test results, it is known that the digital literacy variable has a significance level of 0.000 (p < 0.05), so H0 is rejected in favour of Ha. This indicates that digital literacy has a substantial impact on the skills required to develop student instruction materials.
Based on the test results, it is known that the writing skills variable has a significance level of 0.003 (p < 0.05), so H0 is rejected in favour of Ha. This indicates that writing skills have a significant impact on students; abilities to develop instructional materials.
Simultaneous Testing (Test F) Hypothesis Formulation a. H0 = There is no joint effect between digital literacy and writing skills on the skills of developing students; teaching materials. b. Ha = There is a mutual influence between digital literacy and writing skills on the skills of developing students; teaching materials.
Decision making by looking at the p-value on the F test with the following conditions: If the P-Value > 0.05 then H0 is accepted If the P-Value < 0.05 then H0 is rejected Based on the test results obtained the following results.  JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Volume 8 (2) 2023, 666-682 E-ISSN 2614-8021, P-ISSN 2548 From the results above, it can be seen that the sig. of 0.000 (p <0.05), so the decision is to reject H0 and accept Ha. The conclusion from the results of this analysis is that there is a joint influence between digital literacy and writing skills on the skills of developing students; teaching materials.

Coefficient of Determination (R2)
The coefficient of determination (R2) shows the strength of the functional relationship between the independent variables, namely digital literacy and writing skills, with the dependent variable, namely skills in developing student teaching materials. The magnitude of the correlation coefficient ranges from +1 to -1. The following table shows the value of the coefficient of determination in this study. Based on the results of the analysis it is known that the value of the coefficient of determination is 0.849 or 85%, while the remaining 15% is influenced by other variables outside the variables.
Industrial Revolution 4.0 and the 21st century (Warsita, 2018), a teacher must be able to incorporate technology into the learning process in order to make it more engaging for students (Susanto, et al., 2021). Sariyatun, et al., (2018) highlight practical reasons for teachers to utilize digital learning materials, such as the teacher's presumption that digital learning materials are more engaging, simpler to comprehend, and less expensive for students. According to Simşek & Yazici (2021), when teachers have the abilities to use and create the digital teaching resources needed by generation Z education and to serve students; viewpoints, students; interests and wishes rise. Moreover, Turel and Sanal (2018) found these teachers had greater success in terms of fostering lifelong learning and achieving instructional goals. Based on this, digital teaching materials are an essential component of the current learning process that instructors can utilize.
The results of the study indicate that digital literacy influences the creation of instructional materials for future teachers. In order for teachers to utilize digital instructional materials, they must have a high level of digital literacy. Based on this, digital literacy is one of the skills that teachers must possess to support their pedagogical and professional competencies (Atmojo, et al., 2021). In accordance with Erwin & Mohammed (2022) digital literacy skills are important and can be adopted globally as the foundation for constructing an educational community, it is possible JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Volume 8 (2) 2023, 666-682 E-ISSN 2614-8021, P-ISSN 2548 to identify consistent educational resources to meet the needs of students and instructors. The educational resources include digital instructional materials.
In addition, the results of the study indicate that writing skills impact the creation of instructional materials for student teachers-in-training. This is in accordance with the assertion of Nugraheni & Marsigit (2021) that the components of teaching materials should include materials required by students and can be utilized by educators to assist students in acquiring knowledge through learning activities. This material provides discourse, text, images, and illustrations in accordance with the required competencies and is useful for satisfying students; curiosity (Wardani, 2018;Rahmat, et al., 2020). In addition, Rahmawati, et al. (2021) according to the statement, the textbook contains explanations of concepts, definitions, principles, procedures, examples, and exercises so that students can comprehend concepts, identify concepts, explain the characteristics of concepts or ideas, define concepts, develop formulas/rules, build new knowledge, and apply new knowledge in accordance with the Core Competencies and Basic. Therefore, to provide discourse and text in learning materials contained in teaching materials requires teacher writing skills. This is also related to Indonesian language teaching materials which provide many examples of texts, in addition to explaining concepts.

D. Conclusion
On the basis of the research and discussion, it was determined that digital literacy and students' writing abilities have a significant impact on their ability to develop instructional materials. In line with that, individually, digital literacy and student writing skills have a significant influence on the skills of developing teaching materials for students. Based on these conclusions, a prospective teacher needs to have digital literacy skills and writing skills in order to develop good teaching materials. It is also related to these skills that can support the learning process when prospective teacher students carry out assistance programs or become teachers later after completing lectures.