<![CDATA[Abstrak Transformasi digital pendidikan menuntut sekolah mampu mengintegrasikan teknologi secara adaptif, namun sekolah di wilayah rural masih menghadapi keterbatasan infrastruktur, kompetensi, dan dukungan kebijakan. Penelitian ini bertujuan menganalisis persepsi guru terhadap kesiapan SMPN 6 Satu Atap Bahorok dalam menghadapi transformasi digital, khususnya pada dimensi infrastruktur, kompetensi sumber daya manusia, dan dukungan kebijakan sekolah. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi lapangan terhadap kondisi jaringan dan perangkat, serta studi dokumentasi inventaris teknologi informasi dan komunikasi sekolah. Data dianalisis melalui reduksi data, penyajian data, verifikasi, dan pengodean tematik, sedangkan keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, member checking, dan diskusi sejawat. Hasil penelitian menunjukkan adanya fenomena “kesiapan mental yang terhambat fasilitas”: guru memiliki sikap positif terhadap urgensi teknologi, tetapi kesiapan operasional sekolah masih rendah karena jaringan internet tidak stabil, pasokan listrik sering terganggu, perangkat terbatas, dan pelatihan belum berkelanjutan. Temuan ini menegaskan bahwa transformasi digital di sekolah rural memerlukan intervensi afirmatif berupa penguatan infrastruktur energi dan internet, pelatihan kontekstual, fitur pembelajaran luring, serta kolaborasi sekolah dengan pemerintah daerah dan mitra eksternal untuk memastikan kesetaraan digital. Kata Kunci: Transformasi Digital; Kesiapan Sekolah; Persepsi Guru; Pendidikan Rural; Kesetaraan Digital Abstract Digital transformation in education requires schools to integrate technology adaptively, yet rural schools continue to face limitations in infrastructure, competency, and policy support. This study analyzes teachers' perceptions of SMPN 6 Satu Atap Bahorok's readiness for digital transformation, focusing on infrastructure, human resource competency, and school policy support. Employing a descriptive qualitative approach, data were collected through in-depth interviews, field observations of network and device conditions, and documentation of the school's information and communication technology inventory. Data were analyzed through data reduction, data display, verification, and thematic coding, while trustworthiness was ensured through source triangulation, technique triangulation, member checking, and peer debriefing. The findings reveal the phenomenon of “mentally ready but facility constrained”: teachers demonstrate positive attitudes toward the urgency of technology, but the school's operational readiness remains low because of unstable internet connectivity, frequent electricity disruptions, limited devices, and unsustained training. These findings indicate that digital transformation in rural schools requires affirmative interventions, including strengthened electricity and internet infrastructure, contextual teacher training, offline learning features, and collaboration among schools, local governments, and external partners to ensure digital equity. Keywords: Digital Transformation; School Readiness; Teacher Perception; Rural Education; Digital Equity]]>
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