Self-Concept, Logical Thinking Patterns, and Emotional Intelligence in Relation to Digital Literacy Ability

This study determines the relationship between self-concept, logical thinking patterns, and emotional intelligence with digital literacy abilities. This research is a correlational study on elementary education students at the University of West Java, which amounted to 12714 students. This study uses a proportional random sampling of 275 elementary school teacher education students. The data collection technique used a questionnaire instrument for all variables. The results of the research data analysis show that (1) the self-concept variable with the digital literacy abilities variable has a correlation coefficient value of 0.563, meaning that it is positively related to the “strong” category, and (2) the logical thinking pattern variable with the digital literacy abilities variable has a correlation coefficient value of 0.234 means that it is positively related to the “fragile” category, (3) the emotional intelligence variable with the digital literacy abilities variable has a correlation coefficient value of 0.651 which means it is positively related to the “strong” category (4) self-concept variables, logical thinking patterns and emotional intelligence overall together with digital literacy ability has a sig. F Change value of 0.000 means it is positively related, and the R-value (correlation coefficient) where the count is more significant than a table of 0.681 > 1.65 with the "firm "category. Based on the findings of this study, it is possible to conclude that there is a positive association between (1) self-concept and digital literacy abilities; (2) logical thinking patterns with digital literacy abilities; (3) emotional intelligence with digital literacy abilities; (4) self-concept, logical