<![CDATA[Era digital membawa kemudahan dalam mengakses informasi, namun juga menuntut kemampuan literasi kritis agar masyarakat mampu menyaring, mengevaluasi, dan memanfaatkan informasi secara bijak. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman konseptual, keterampilan praktis, dan perubahan sikap mahasiswa dalam menyikapi informasi digital melalui pendampingan literasi kritis. Kegiatan dilaksanakan di Institut Al Azhar Menganti Gresik dan diikuti oleh 40 mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) semester 4–6. Metode pelaksanaan menggunakan pendekatan partisipatif dengan tiga tahapan utama, yaitu: (1) pemberian materi mengenai literasi kritis, (2) diskusi interaktif berbasis studi kasus, dan (3) praktik analisis konten digital. Instrumen evaluasi meliputi pre-test dan post-test, lembar observasi, serta angket kepuasan. Hasil kegiatan menunjukkan peningkatan pemahaman peserta yang signifikan, dengan rata-rata nilai post-test meningkat 31,7% dibanding pre-test. Sebanyak 75% peserta berhasil mengidentifikasi unsur hoaks, bias media, dan manipulasi data dalam praktik analisis konten digital. Selain itu, terjadi perubahan sikap positif, dimana peserta menjadi lebih berhati-hati dalam menyebarkan informasi dan menyadari tanggung jawabnya sebagai warga digital. Evaluasi kepuasan menunjukkan 92% peserta menilai kegiatan ini bermanfaat dan relevan. Kegiatan ini berkontribusi dalam membangun budaya berpikir kritis di lingkungan akademik dan dapat menjadi model pendampingan serupa di institusi lain. The digital era facilitates easy access to information but also necessitates critical literacy skills, enabling the public to filter, evaluate, and utilize information wisely. This community service initiative aimed to enhance conceptual understanding and practical skills, as well as foster positive attitude changes among university students regarding digital information through critical literacy guidance. The activity was conducted at Institut Al Azhar Menganti, Gresik, involving 40 students from the Madrasah Ibtidaiyah (Islamic Primary School) Teacher Education or PGMI program (semesters 4–6). A participatory approach was employed, comprising three main stages: (1) the delivery of material on critical literacy, (2) interactive case-study-based discussions, and (3) practical digital content analysis. Evaluation instruments included pre- and post-tests, observation sheets, and satisfaction questionnaires. Results indicated a significant improvement in participants' understanding, with the average post-test score rising by 31.7% compared to the pre-test. Notably, 75% of participants successfully identified elements of hoaxes, media bias, and data manipulation during the digital content analysis exercises. Furthermore, a positive shift in attitude was observed; participants became more cautious about disseminating information and more aware of their responsibilities as digital citizens. Satisfaction evaluations revealed that 92% of participants considered the activity beneficial and relevant. This initiative contributes to fostering a culture of critical thinking within the academic environment and can serve as a model for similar guidance programs at other institutions.]]>
