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All Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service
Mutia, Zulfa
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Program Literasi Digital Untuk Siswa di Sekolah Dasar Ukhra, Rahmatul; Aifara, Tasya; Z, Zaituni; Mutia, Zulfa; Handayani, Putri; Usrina, Wirda
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 9 (2024): Desember
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15014689

Abstract

Digital literacy is an urgent need in education, particularly in remote areas, to bridge the technology gap and enhance the quality of learning. This study aims to evaluate digital literacy programs for students and teachers in remote areas by highlighting the challenges and opportunities for implementation. The research employed a descriptive qualitative method, with data collection techniques including interviews, observations, questionnaires, and document analysis. The findings reveal that limited infrastructure, low teacher competency, weak managerial roles of school principals, and minimal community support are the primary challenges. Nevertheless, some schools have shown progress through community collaboration and continuous training. This study concludes that digital literacy programs require a holistic approach encompassing infrastructure development, teacher competency enhancement, policy formulation, and community involvement.
Program Literasi Digital Untuk Siswa di Sekolah Dasar Ukhra, Rahmatul; Aifara, Tasya; Z, Zaituni; Mutia, Zulfa; Handayani, Putri; Usrina, Wirda
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 9 (2024): Desember
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15014689

Abstract

Digital literacy is an urgent need in education, particularly in remote areas, to bridge the technology gap and enhance the quality of learning. This study aims to evaluate digital literacy programs for students and teachers in remote areas by highlighting the challenges and opportunities for implementation. The research employed a descriptive qualitative method, with data collection techniques including interviews, observations, questionnaires, and document analysis. The findings reveal that limited infrastructure, low teacher competency, weak managerial roles of school principals, and minimal community support are the primary challenges. Nevertheless, some schools have shown progress through community collaboration and continuous training. This study concludes that digital literacy programs require a holistic approach encompassing infrastructure development, teacher competency enhancement, policy formulation, and community involvement.
Co-Authors Aifara, Tasya Putri Handayani Ukhra, Rahmatul Usrina, Wirda Z, Zaituni