Pendampingan Literasi Digital Bagi Guru Sekolah Dasar Dalam Mengimplementasikan Kurikulum Merdeka - Silvester, Silvester; Saputro, Totok Victor Didik; Manggu, Blasius (Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), 2024)
Transformasi pendidikan di era digital memerlukan guru yang memiliki literasi digital yang memadai untuk mengimplementasikan Kurikulum Merdeka. Kurikulum ini menekankan pengembangan keterampilan abad ke-21, seperti berpikir kritis, kreativitas, dan kolaborasi, yang sangat terkait dengan pemanfaatan teknologi digital dalam pembelajaran. Namun, banyak guru, terutama di sekolah dasar, masih menghadapi tantangan dalam mengintegrasikan teknologi digital di kelas akibat minimnya pelatihan literasi digital yang komprehensif. Penelitian ini menekankan pentingnya literasi digital yang tidak hanya mencakup penggunaan perangkat teknologi, tetapi juga pemahaman kritis terhadap informasi digital dan kemampuan untuk menciptakan materi pembelajaran berbasis digital yang inovatif. Program pendampingan literasi digital menggunakan metode Goal, Reality, Options, Will (GROW) dilakukan di SDN 03 Bengkayang, Kalimantan Barat untuk mendukung implementasi Kurikulum Merdeka. Hasil pendampingan menunjukkan peningkatan kompetensi guru dalam literasi digital sebesar 85%, serta peningkatan kepercayaan diri sebesar 75% dalam mengintegrasikan aplikasi pembelajaran berbasis teknologi. Selain itu, hasil pre-test menunjukkan bahwa 70% guru memiliki pemahaman dasar terhadap Platform Merdeka Belajar, sementara setelah pendampingan, hasil post-test menunjukkan peningkatan menjadi 85%. Guru berhasil menggunakan teknologi digital secara efektif untuk mendukung pendekatan pembelajaran yang fleksibel. Kegiatan ini diharapkan dapat terus meningkatkan kompetensi guru dalam menciptakan pembelajaran yang interaktif dan menarik, serta mendukung pencapaian tujuan Kurikulum Merdeka, khususnya di wilayah perbatasan. Digital Literacy Assistance for Elementary School Teachers in Implementing the Merdeka Curriculum Abstract The transformation of education in the digital era requires teachers to possess adequate digital literacy to implement the Merdeka Curriculum. This curriculum emphasizes the development of 21st-century skills, such as critical thinking, creativity, and collaboration, which are closely linked to the effective use of digital technology in learning. However, many teachers, especially in elementary schools, still face challenges in integrating digital technology in the classroom due to a lack of comprehensive digital literacy training. This study highlights the importance of digital literacy that not only involves the use of technological devices but also includes a critical understanding of digital information and the ability to create innovative digital learning materials. The method used in this study is Goal, Reality, Options, Will (GROW), which is a systematic approach to help teachers understand goals, identify obstacles, explore alternative solutions, and take concrete actions. The digital literacy mentoring program using the GROW method was conducted at SDN 03 Bengkayang, West Kalimantan, to support the implementation of the Merdeka Curriculum. The results showed an 85% increase in teachers' digital literacy competencies, as well as a 75% increase in confidence in integrating technology-based learning applications. In addition, the pre-test results showed that 70% of teachers had a basic understanding of the Merdeka Learning Platform, while post-test results showed an increase to 85% after mentoring. Teachers successfully used digital technology effectively to support a flexible learning approach. This activity is expected to continue to enhance teachers' competencies in creating interactive and engaging learning experiences, and to support the achievement of the Merdeka Curriculum goals, particularly in border areas.