PROGRAM PENINGKATAN LITERASI DIGITAL GURU DI SMP MUHAMMADIYAH 3 DEPOK

Robbi Anwardi, NIM.: 22104090079 (2026) PROGRAM PENINGKATAN LITERASI DIGITAL GURU DI SMP MUHAMMADIYAH 3 DEPOK. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study was motivated by the importance of improving teachers’ digital literacy as one of the competencies they must possess to navigate educational transformation in the digital age. Teachers are expected to be able to effectively utilize digital technology to support innovative learning processes that keep pace with the times. Muhammadiyah 3 Depok Yogyakarta Junior High School is one of the schools developing a digital school program through various initiatives to improve teachers’ digital literacy. This study aims to: (1) describe the teacher digital literacy improvement program at Muhammadiyah 3 Junior High School in Depok, Yogyakarta, and (2) describe the supporting and inhibiting factors in the implementation of the teacher digital literacy improvement program at Muhammadiyah 3 Junior High School in Depok, Yogyakarta. This study employs a qualitative approach using the case study method. Data collection was conducted through observation, interviews, and documentation. The research informants consisted of the school principal, the vice principal for curriculum, Islamic Religious Education teachers, Social Studies teachers, Computer Science teachers, and students as supporting informants. Data validity was tested using source triangulation and methodological triangulation. Data analysis was conducted using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and drawing conclusions and verification. The research findings indicate that the program to improve teachers’ digital literacy at SMP Muhammadiyah 3 Depok, Yogyakarta, was implemented using the Plan-Do-Check-Act (PDCA) cycle. The Plan phase involved conducting a needs analysis, developing a professional development program for teachers, providing digital facilities and infrastructure, and establishing a digital school policy. The “Do” phase is implemented through in-house training (IHT), workshops, morning coffee sessions, mentoring, and the use of various digital learning platforms. The “Check” phase is carried out through monitoring the use of the Learning Management System (LMS), academic supervision, and learning evaluations. Finally, the “Act” phase is implemented by following up on evaluation results through further training, mentoring, and addressing any challenges that arise. Supporting factors include the availability of digital infrastructure, a digital-based school ecosystem, support from the principal, a culture of collaboration among teachers, and partnerships with various institutions. Meanwhile, the barriers are predominantly internal factors, namely differences in teachers’ digital competencies, motivation, and ability to adapt to technological developments, while external barriers are relatively limited

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