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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra
Susanna Vonny Noviana Rante
Universitas Kristen Indonesia Toraja
Humanities Education Languange, Linguistic, Communication & Media

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OPTIMALISASI PEMBELAJARAN IPA MELALUI PENGUATAN LITERASI DIGITAL SISWA SEKOLAH DASAR Trivena; Susanna Vonny Noviana Rante
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18403

Abstract

The rapid advancement of digital technology has increased elementary school students' access to gadgets. However, their use remains predominantly focused on non-educational activities, limiting their potential contribution to the learning process. This condition was also identified at UPT SDN 2 Kurra, Tana Toraja Regency, where students had not yet utilized gadgets effectively to support science learning. This community service program aimed to optimize science learning by strengthening students' digital literacy through education on the responsible use of gadgets. The program was conducted on June 11, 2026, using a Participatory Action Approach (PAA) involving 42 fourth- and fifth-grade students and 13 teachers. The activities consisted of digital wellbeing education for students through the implementation of the 20-20-20 rule and the "Digital Hero Pledge," as well as a teacher workshop on integrating QR Code-based science e-modules and virtual laboratory simulations into classroom instruction. Program evaluation was carried out through classroom observations, educational quizzes, teacher performance demonstrations, and post-activity behavioral monitoring. The results showed that 95% of the students were able to explain the principles of responsible gadget use and the 20-20-20 rule, while approximately 83% successfully practiced the simulation independently. All participating teachers were able to operate the QR Code-based e-modules and integrate them into science instruction. In addition, a shared commitment among teachers, students, parents, and the school community was established through the "Digital Hero Pledge" to promote healthy and productive gadget use. These findings indicate that strengthening students' digital literacy, combined with enhancing teachers' digital pedagogical competencies, can transform gadgets from entertainment devices into effective learning tools that support the optimization of science learning in elementary schools
INTEGRASI KEARIFAN LOKAL RAMBU SOLO’ DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR: NILAI KARAKTER DAN LITERASI BUDAYA SISWA Susanna Vonny Noviana Rante
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 2 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i2.4455

Abstract

Pembelajaran Bahasa Indonesia di sekolah dasar memiliki fungsi strategis tidak hanya dalam mengembangkan keterampilan menyimak, berbicara, membaca, dan menulis, tetapi juga dalam membangun karakter serta literasi budaya siswa. Penelitian ini bertujuan mendeskripsikan integrasi kearifan lokal Rambu Solo’ dalam pembelajaran Bahasa Indonesia di UPT SDN 1 Sangalla’, mengidentifikasi nilai karakter dan literasi budaya yang dapat dikembangkan, serta memetakan tantangan implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif. Sumber data dirancang meliputi guru, siswa kelas V–VI, tokoh adat, dan orang tua siswa, sedangkan data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis dilakukan melalui reduksi/kondensasi data, penyajian data, serta penarikan kesimpulan dengan triangulasi sumber dan teknik. Berdasarkan observasi awal yang tercantum dalam proposal penelitian, unsur budaya seperti ma’badong, gotong royong, penghormatan kepada keluarga dan leluhur, penerimaan tamu, serta narasi prosesi Rambu Solo’ berpotensi dijadikan teks dan konteks autentik dalam pembelajaran Bahasa Indonesia. Integrasi tersebut dapat diarahkan pada kegiatan membaca teks budaya, menyimak tradisi lisan, berdiskusi, memperkaya kosakata budaya, dan menulis teks deskripsi atau narasi. Nilai yang menonjol meliputi gotong royong, kepedulian sosial, tanggung jawab, penghormatan, religiusitas, dan kebersamaan. Secara konseptual, integrasi budaya lokal membuat pembelajaran bahasa lebih kontekstual sekaligus memperkuat kemampuan siswa memahami, menafsirkan, dan merefleksikan budaya sendiri. Namun, temuan akhir tetap memerlukan verifikasi melalui pengumpulan data lapangan sebagaimana dirancang dalam proposal.
Co-Authors Trivena