Strategi Guru Dalam Penerapan Literasi Digital Dalam Pembelajaran Kurikulum Merdeka Pada Siswa Kelas 5 Di SDN Tlogomas 2 Malang

Emy Bessy. 2025. Teacher's Strategy in Implementing Digital Literacy in Kurikulum Merdeka Learning among the Fifth Grader Students of SDN Tlogomas 2 Malang. Thesis, Study Program of Primary Teacher Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang. Advisors: (1) Dr. Endang Poerwanti, M.Pd, (II) Arinta Rezty Wijayaningputri, M.Pd.
Key Words: Teacher's Strategy, Digital Literacy, Learning
Education has changed significantly in this modern era, especially on the integration between digitalization and learning in schools. Technology and information advancement affect human resources, both positively and negatively. Therefore, digital literacy is essential in learning. According to the modules of digital literacy issued by the Ministry of Education and Culture in 2021, digital literacy, one of the six basic abilities, is fundamental for students. This study aimed to describe and analyze a teacher's strategy in implementing digital literacy in Kurikulum Merdeka learning among the fifth grader students of SDN Tlogomas 2 Malang.
This study used the descriptive-qualitative approach to investigate and comprehend a teacher's strategy in implementing digital literacy in Kurikulum Merdeka learning among the fifth grader students of SDN Tlogomas 2 Malang. The data were collected through observation on learning process, interviews with the teacher, students, and the headmaster, and documentation comprising files, pictures, and other documents relevant to digital learning. The study was conducted in SDN Tlogomas 2 Malang, Lowokwaru Subdistrict, Malang City, East Java during the even semester of academic year 2024/2025. The data were analyzed using the Miles and Huberman model comprising data reduction, data presentation, and inference. Moreover, for ensuring data validity, this study applied the triangulation of sources and techniques in which the observation, interviews, and documentation data were compared.
As conclusion, the teacher integrated digital literacy and learning through planning, implementation, and evaluation. The teacher designed teaching tools in the planning stage and used PowerPoint, YouTube, Canva, Kahoot, and Quizizz in the implementation stage. Afterwards, the evaluation was conducted using the Quizizz platform. The obstacles in this integration included limited digital devices and internet access for students and electrical failure causing disconnected internet access and LCD. As solutions, the teacher assigned the students in groups, asked them to share devices, provided internet access using personal hotspot, and equipped the students with printed barcode for accessing digital quizzes. Furthermore, the school is suggested to improve the internet access and provide digital literacy training for teachers and students.