Pemberdayaan Guru Sekolah Dasar Melalui Pelatihan Literasi Digitial untuk Meningkatkan Kualitas Pembelajaran di Era Merdeka Belajar
DOI:
https://doi.org/10.51903/d2qgnm12Keywords:
Digital Literacy, Teacher Empowerment, Elementary School, Training Model, Independent Learning, Professional Learning CommunityAbstract
The demand for digital literacy among elementary school teachers has heightened as part of Indonesia's Merdeka Belajar policy, where the teachers are required to be sensitive to change in the wake of new technology. Teachers cannot use digital tools effectively, particularly the application of technology in pedagogies, hence empowerment programs become essential. The objective of this community service study was to provide digital literacy training to augment teachers' technical and pedagogic competence. Thirty purposively selected teachers underwent a series of pre-test, training workshops and sessions, and post-test, founded on observation, reflection, and interview. The results indicated enhanced overall digital literacy scores for teachers by 26.4%, with the highest growth being in constructing digital learning media (34.2%). Besides this, training impacted positive attitudes and motivation, and also developed the construction of professional learning communities among teachers. The implications of these findings highlight the importance of digital literacy empowerment as a viable and scalable mechanism to support teacher preparedness and facilitate effective implementation of independent learning.
References
[1] Y. P. Astuti et al., “Pendampingan Pembuatan Video Animasi untuk Siswa SMA at Thohiriyyah Semarang,” Community : Jurnal Pengabdian Pada Masyarakat, vol. 4, no. 3, pp. 1–5, Nov. 2024, doi: 10.51903/3s4ejr82.
[2] Nuryana Nurdin et al., “Optimalisasi Pemanfaatan Media Digital Sebagai Alat Evaluasi Pembelajaran di SMP Negri 11 Gorontalo,” Community : Jurnal Pengabdian Pada Masyarakat, vol. 5, no. 2, pp. 83–91, Jul. 2025, doi: 10.51903/nk4g8036.
[3] Y. Otoluwa et al., “Bimbingan Teknis Pemanfaatan Media Digital di SMPN 2 Kabila,” Community : Jurnal Pengabdian Pada Masyarakat, vol. 5, no. 2, pp. 70–77, Jul. 2025, doi: 10.51903/daazch34.
[4] J. Liu, “Bridging Digital Divide Amidst Educational Change for Socially Inclusive Learning During the Covid-19 Pandemic,” Sage Open, vol. 11, no. 4, pp. 1–8, 2021, doi: 10.1177/21582440211060810.
[5] N. A. Dahri et al., “Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training,” Sustainability, vol. 15, no. 11, p. 8514, May 2023, doi: 10.3390/su15118514.
[6] K. N. Mpuangnan, “Teacher Preparedness and Professional Development Needs for Successful Technology Integration in Teacher Education,” Cogent Education, vol. 11, no. 1, p. 2408837, Sep. 2024, doi: 10.1080/2331186x.2024.2408837.
[7] H. Yaseen, A. S. Mohammad, N. Ashal, H. Abusaimeh, A. Ali, and A. A. A. Sharabati, “The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy,” Sustainability, vol. 17, no. 3, p. 1133, Jan. 2025, doi: 10.3390/su17031133.
[8] T. K. F. Chiu, J. C. Y. Sun, and M. Ismailov, “Investigating the Relationship of Technology Learning Support to Digital Literacy from the Perspective of Self-Determination Theory,” Educ Psychol (Lond), vol. 42, no. 10, pp. 1263–1282, May 2022, doi: 10.1080/01443410.2022.2074966.
[9] H. M. Alakrash, N. A. Razak, I. Khalaf, K. A. Ogudo, and V. Mezhuyev, “Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy,” Sustainability, vol. 13, no. 21, p. 12304, Nov. 2021, doi: 10.3390/su132112304.
[10] C. Sánchez-Cruzado, R. Santiago Campión, and M. T. Sánchez-Compaña, “Teacher Digital Literacy: The Indisputable Challenge after Covid-19,” Sustainability, vol. 13, no. 4, p. 1858, Feb. 2021, doi: 10.3390/su13041858.
[11] Y. H. Yuan, C. H. Liu, and S. S. Kuang, “An Innovative and Interactive Teaching Model for Cultivating Talent’s Digital Literacy in Decision Making, Sustainability, and Computational Thinking,” Sustainability, vol. 13, no. 9, p. 5117, May 2021, doi: 10.3390/su13095117.
[12] E. Kärnä et al., “A Multilevel Model of Older Adults’ Appropriation of ICT and Acquisition of Digital Literacy,” Int J Environ Res Public Health, vol. 19, no. 23, p. 15714, Nov. 2022, doi: 10.3390/ijerph192315714.
[13] C. Lazou and A. Tsinakos, “Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education,” Educ Sci (Basel), vol. 13, no. 7, p. 696, Jul. 2023, doi: 10.3390/educsci13070696.
[14] H. Almazroa and W. Alotaibi, “Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes,” Sustainability, vol. 15, no. 9, p. 7365, Apr. 2023, doi: 10.3390/su15097365.
[15] L. Tang, J. Gu, and J. Xu, “Constructing a Digital Competence Evaluation Framework for In-Service Teachers’ Online Teaching,” Sustainability, vol. 14, no. 9, p. 5268, Apr. 2022, doi: 10.3390/su14095268.
[16] N. T-Hernández and M. J. G-Arrufat, “Indicators to Assess Preservice Teachers’ Digital Competence in Security: A Systematic Review,” Educ Inf Technol (Dordr), vol. 27, pp. 8583–8602, Mar. 2022, doi: 10.1007/s10639-022-10978-w.
[17] J. R. Beames et al., “Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses,” Educ Psychol Rev, vol. 35, no. 26, pp. 1–27, Mar. 2023, doi: 10.1007/s10648-023-09720-w.
[18] A. Popova, D. K. Evans, M. E. Breeding, and V. Arancibia, “Teacher Professional Development Around the World: The Gap between Evidence and Practice,” World Bank Res Obs, vol. 37, no. 1, pp. 107–136, Jun. 2021, doi: 10.1093/wbro/lkab006.
[19] A. R. Althubyani, “Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study,” Sustainability, vol. 16, no. 7, p. 2796, Mar. 2024, doi: 10.3390/su16072796.
[20] M. Alférez-Pastor, R. Collado-Soler, V. Lérida-Ayala, A. Manzano-León, J. M. Aguilar-Parra, and R. Trigueros, “Training Digital Competencies in Future Primary School Teachers: A Systematic Review,” Educ Sci (Basel), vol. 13, no. 5, p. 461, Apr. 2023, doi: 10.3390/educsci13050461.
[21] M. Harris, D. Rhodes, C. Gray, and L. Vernon, “Beyond the City Limits: Perceptions of Pre-service Teachers Undertaking Professional Experience in Regional, Rural and Remote Schools,” Aust Educ Res, vol. 52, pp. 2229–2253, Feb. 2025, doi: 10.1007/s13384-025-00809-5.
[22] R. M. Ingersoll and H. Tran, “Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis†,” Educational Administration Quarterly, vol. 59, no. 2, pp. 396–431, 2023, doi: 10.1177/0013161x231159922.
[23] A. Imran, “Why Addressing Digital Inequality Should be a Priority,” The Electronic Journal of Information Systems in Developing Countries, vol. 89, no. 3, p. 12255, 2023, doi: 10.1002/isd2.12255.
[24] S. Mhlongo, K. Mbatha, B. Ramatsetse, and R. Dlamini, “Challenges, Opportunities, and Prospects of Adopting and Using Smart Digital Technologies in Learning Environments: An Iterative Review,” Heliyon, vol. 9, no. 6, p. e16348, 2023, doi: 10.1016/j.heliyon.2023.e16348.
[25] K. R. Devkota, “Inequalities Reinforced Through Online and Distance Education in the age of Covid-19: The Case of Higher Education in Nepal,” International Review of Education, vol. 67, pp. 145–165, Mar. 2021, doi: 10.1007/s11159-021-09886-x.
[26] A. I. Kennedy, A. M. Mejía-Rodríguez, and A. Strello, “Inequality in Remote Learning Quality During Covid-19: Student Perspectives and Mitigating Factors,” Large Scale Assess Educ, vol. 10, no. 29, pp. 1–31, Dec. 2022, doi: 10.1186/s40536-022-00143-7.
[27] Q. Fu and X. Zhang, “Promoting Community Resilience Through Disaster Education: Review of Community-Based Interventions with a Focus on Teacher Resilience and Well-being,” PLoS One, vol. 19, no. 1, p. e0296393, Jan. 2024, doi: 10.1371/journal.pone.0296393.
[28] F. Carroll, R. Faruque, C. Hewage, V. Bentotahewa, and S. Meace, “The Journey to Making ‘Digital Technology’ Education a Community Learning Venture,” Educ Sci (Basel), vol. 13, no. 5, p. 428, Apr. 2023, doi: 10.3390/educsci13050428.
[29] M. Beardsley, L. Albó, P. Aragón, and D. Hernández-Leo, “Emergency Education Effects on Teacher Abilities and Motivation to Use Digital Technologies,” British Journal of Educational Technology, vol. 52, no. 4, pp. 1455–1477, 2021, doi: 10.1111/bjet.13101.
[30] M. Tedre et al., “Teaching Machine Learning in K-12 Classroom: Pedagogical and Technological Trajectories for Artificial Intelligence Education,” IEEE Access, vol. 9, pp. 110558–110572, Jul. 2021, doi: 10.1109/access.2021.3097962.
[31] M. M. Asad, A. Naz, P. Churi, and M. M. Tahanzadeh, “Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review,” Educ Res Int, vol. 2021, no. 1, p. 7061623, 2021, doi: 10.1155/2021/7061623.
[32] L. Nganga and J. Kambutu, “Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning: Lessons Learned from a Native American Community,” Educ Sci (Basel), vol. 14, no. 7, p. 787, Jul. 2024, doi: 10.3390/educsci14070787.
[33] N. S. King, Z. Collier, B. G. Johnson, M. Acosta, and C. N. Southwell, “Determinants of Black families’ Access to a Community-Based STEM Program: A Latent Class Analysis,” Sci Educ, vol. 105, no. 6, pp. 1100–1125, 2021, doi: 10.1002/sce.21669.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nuha Eko Saputro, Lutfiana Angrraeni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
.png)
