Pendampingan guru ekonomi dalam integrasi literasi ekonomi dan digital di SMAN 1 Namang - Gayatria Oktalina; Dwi Ayu Lestari; Novika Novika; Deara Shinta Lestari (SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan, 2026)
AbstrakTransformasi pendidikan abad ke-21 menuntut guru memiliki kemampuan untuk mengintegrasikan literasi ekonomi dan literasi digital dalam proses pembelajaran. Namun, pelaksanaan pembelajaran di sekolah masih menghadapi berbagai tantangan, seperti keterbatasan kompetensi digital guru, rendahnya integrasi pembelajaran kontekstual, serta minimnya penggunaan media pembelajaran berbasis teknologi. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam mengintegrasikan literasi ekonomi dan digital melalui program pelatihan dan pendampingan yang berfokus pada pembelajaran kontekstual berbasis teknologi. Program ini dilaksanakan di SMAN 1 Namang dengan melibatkan delapan guru bidang Ilmu Pengetahuan Sosial sebagai peserta. Metode pelaksanaan meliputi analisis kebutuhan, pelatihan penggunaan media digital, praktik mengajar, monitoring, dan evaluasi program. Data dikumpulkan melalui observasi, kuesioner, dokumentasi, dan refleksi peserta. Hasil program menunjukkan adanya peningkatan pemahaman guru terhadap literasi ekonomi dan digital, peningkatan keterampilan dalam menggunakan media pembelajaran digital, serta pengembangan perangkat pembelajaran inovatif berbasis teknologi. Hasil observasi menunjukkan bahwa 84% peserta mampu menerapkan pembelajaran kontekstual berbasis digital secara mandiri setelah program pendampingan. Program ini juga memberikan dampak positif terhadap motivasi guru dalam menciptakan lingkungan pembelajaran yang inovatif serta mendukung transformasi digital pendidikan di sekolah. Kata kunci: literasi ekonomi; literasi digital; pembelajaran kontekstual; teknologi pendidikan. Abstract      The transformation of 21st-century education requires teachers to possess the ability to integrate economic literacy and digital literacy into the learning process. However, the implementation of learning in schools still faces various challenges, such as limited teachers’ digital competencies, low integration of contextual learning, and minimal use of technology-based learning media. This community service program aims to enhance teachers’ competencies in integrating economic and digital literacy through training and mentoring programs focused on technology-based contextual learning. The program was conducted at SMAN 1 Namang involving eight teachers in the Social Sciences field as participants. The implementation methods included needs analysis, training in the use of digital media, teaching practice, monitoring, and program evaluation. Data were collected through observation, questionnaires, documentation, and participant reflections. The results of the program indicated an improvement in teachers’ understanding of economic and digital literacy, enhanced skills in using digital learning media, and the development of innovative technology-based learning tools. Observation results showed that 84% of participants were able to independently implement digital-based contextual learning after the mentoring program. The program also had a positive impact on teachers’ motivation to create innovative learning environments and support the digital transformation of education in schools. Keywords: economic literacy; digital literacy; contextual learning; educational technology.