<![CDATA[Abstrak Perkembangan teknologi digital memperluas akses belajar anak sekaligus meningkatkan risiko paparan konten negatif, perundungan siber, penipuan daring, dan kecanduan gawai. Pada kondisi awal, 85% dari 157 siswa sekolah dasar mitra telah mengakses gawai pribadi, sedangkan 90% orang tua belum pernah mengikuti pelatihan literasi digital. Program ini bertujuan meningkatkan level keberdayaan mitra pada aspek sosial kemasyarakatan berupa pengetahuan digital parenting dan aspek manajemen berupa kemampuan mengelola pengawasan digital melalui kemitraan sekolah-orang tua. Kegiatan melibatkan 15 guru dan 45 orang tua melalui sosialisasi, workshop berbasis kasus, praktik aplikasi parental control, pendampingan penyusunan kesepakatan penggunaan gawai, dan pembentukan forum literasi digital. Evaluasi menggunakan tes pengetahuan 20 butir sebelum dan sesudah kegiatan, lembar observasi, angket penerapan, dan wawancara; data dianalisis secara deskriptif melalui rerata, persentase, dan selisih capaian. Rerata keseluruhan meningkat dari 56,3% menjadi 87,5% atau 31,2 poin persentase. Pada aspek sosial kemasyarakatan, pengetahuan meningkat dari 54,7% menjadi 87,7% (33,0 poin), sedangkan kemampuan manajemen meningkat dari 58,0% menjadi 87,3% (29,3 poin). Sebanyak 78% orang tua mulai menerapkan panduan di rumah, 85% peserta aktif dalam kegiatan kolaboratif, dan forum literasi digital menyelenggarakan dua pertemuan. Hasil tersebut menunjukkan bahwa kombinasi edukasi, praktik, dan pendampingan memperkuat pengetahuan sekaligus tata kelola pengawasan digital secara berkelanjutan.Abstract: Digital technology expands children's learning access while increasing exposure to inappropriate content, cyberbullying, online fraud, and gadget addiction. At baseline, 85% of 157 pupils at the partner elementary school had access to personal devices, while 90% of parents had never attended digital-literacy training. This program aimed to improve partner empowerment in the social dimension through digital-parenting knowledge and in the management dimension through the ability to organize digital supervision within a school-parent partnership. Fifteen teachers and 45 parents participated in socialization, case-based workshops, parental-control practice, mentoring to formulate household device-use agreements, and a digital-literacy forum. Evaluation used a 20-item pretest-posttest, observation sheets, implementation questionnaires, and interviews; data were analyzed descriptively using means, percentages, and score differences. The overall mean increased from 56.3% to 87.5%, a gain of 31.2 percentage points. Social knowledge increased from 54.7% to 87.7% (33.0 points), while management ability increased from 58.0% to 87.3% (29.3 points). In addition, 78% of parents began implementing the guidance at home, 85% actively joined collaborative activities, and the forum held two meetings. The findings indicate that education, hands-on practice, and mentoring strengthened both knowledge and sustainable digital-supervision management.]]>
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