STRATEGI SATUAN PENDIDIKAN PADA PENGELOLAAN BUDAYA LITERASI DIGITAL GURU (STUDI KASUS DI UNIT PELAKSANA TEKNIS SMA NEGERI 7 WAJO)

Abstract

Perkembangan teknologi pendidikan menuntut guru memiliki kompetensi literasi digital yang memadai sehingga diperlukan strategi satuan pendidikan yang efektif dalam membangun budaya literasi digital. Penelitian ini bertujuan untuk mendeskripsikan strategi satuan pendidikan dalam pengelolaan budaya literasi digital guru di Unit Pelaksana Teknis (UPT) SMA Negeri 7 Wajo. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap kepala sekolah, wakil kepala sekolah bidang kurikulum, koordinator literasi digital, dan guru, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengelolaan budaya literasi digital guru dilaksanakan melalui perencanaan strategis, implementasi program, optimalisasi sumber daya, koordinasi dan kerja sama, serta monitoring dan evaluasi. Berbagai program seperti pelatihan, workshop, komunitas belajar, dan pemanfaatan fasilitas digital berkontribusi dalam meningkatkan kompetensi guru. Selain itu, budaya literasi digital guru berkembang melalui peningkatan kemampuan mengakses, mengevaluasi, dan memanfaatkan informasi digital dalam pembelajaran serta terbentuknya kebiasaan belajar digital. Namun, pelaksanaannya masih menghadapi kendala berupa keterbatasan fasilitas, jaringan internet, dan ketimpangan kemampuan digital antar guru. Penelitian ini menegaskan pentingnya strategi yang terintegrasi dan berkelanjutan untuk memperkuat budaya literasi digital di lingkungan sekolah.

Abstract

The development of educational technology demands that teachers possess adequate digital literacy competencies, necessitating effective educational unit strategies for building a digital literacy culture. This study aims to describe the educational unit's strategy for managing teachers' digital literacy culture at the Technical Implementation Unit (UPT) of SMA Negeri 7 Wajo. The study used a qualitative approach with a case study approach. Data were collected through observation, interviews, and documentation with the principal, vice principal for curriculum, digital literacy coordinator, and teachers. Data were then analyzed through data reduction, data presentation, and conclusion drawing. The results indicate that teachers' digital literacy culture is managed through strategic planning, program implementation, resource optimization, coordination and collaboration, and monitoring and evaluation. Various programs such as training, workshops, learning communities, and the use of digital facilities contribute to improving teacher competency. Furthermore, teachers' digital literacy culture develops through increased ability to access, evaluate, and utilize digital information in learning and the formation of digital learning habits. However, implementation still faces obstacles such as limited facilities, internet networks, and disparities in digital skills among teachers. This study emphasizes the importance of an integrated and sustainable strategy to strengthen digital literacy culture in schools.