Sintia Ayu Rahmawati, Darso Darso

Implementation of Technology Literacy through Technology Adaptation in Teaching Campus Program 5 at SDN 1 Gancang

Introduction

Implementation of technology literacy through technology adaptation in teaching campus program 5 at sdn 1 gancang. Program Kampus Mengajar 5 tingkatkan literasi & adaptasi teknologi di SDN 1 Gancang. Siswa diajari hardware, software (MS Office), & website pembelajaran, sukses kembangkan kemampuan digital.

Abstract

Program kampus mengajar merupakan bagian dari kebijakan Merdeka Belajar Kampus Merdeka (MBKM) Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbudristek). Adanya program kampus mengajar ini merupakan salah satu tujuan karena perkembangan teknologi yang semakin pesat sangat berpengaruh terhadap pendidikan, oleh karena itu peningkatan kemampuan memahami teknologi harus dilandasi literasi teknologi. Hal ini juga terjadi pada siswa-siswi SDN 1 Gancang. Metode yang digunakan dalam penelitian ini adalah metode pengembangan masyarakat. Metode pengembangan masyarakat merupakan kegiatan pengembangan masyarakat yang bertujuan untuk meningkatkan akses masyarakat. Kegiatan ini meliputi pemberian pengetahuan mengenai cara mengoperasikan hardware dan software mulai dari cara menghidupkan dan mematikan laptop, pengenalan hardware berupa proyektor, cara menggunakan website untuk keperluan pembelajaran dan mengoperasikan software berupa Microsoft office dengan benar seperti Microsoft Word, Excel dan juga Power point. Pelaksanaan kegiatan Kampus Mengajar ini dilaksanakan selama 4 bulan dimana selama kegiatan ini kampus mahasiswa diajarkan melalui kegiatan berupa observasi, rancangan dan penyusunan program kerja, serta pelaksanaan program kerja yang telah disusun. Salah satunya adalah program kerja berupa upaya peningkatan kemampuan teknologi melalui adaptasi teknologi dimana kegiatan pelatihan teknologi ini berdampak baik bagi mahasiswa. Kegiatan ini juga dinilai cukup berhasil, hal ini terlihat dari beberapa hal seperti minat peserta yang sangat antusias dalam mengikuti kegiatan dan rasa ingin tahu yang tinggi dari para siswa.

Review

This paper presents an initiative to implement technology literacy through technology adaptation at SDN 1 Gancang, conducted under the "Kampus Mengajar" program, a component of Indonesia's Merdeka Belajar Kampus Merdeka (MBKM) policy. Recognizing the profound impact of rapid technological advancement on education, the program aimed to enhance the technology understanding of primary school students. This intervention specifically sought to equip students with fundamental digital skills, addressing a critical need for navigating the modern educational landscape and fostering technological literacy from an early age. The abstract describes the methodology as "community development," which appears to be more of a framework for intervention rather than a rigorous research methodology for evaluating specific learning outcomes. The activities undertaken during the four-month program were comprehensive, ranging from basic hardware operation (turning laptops on/off, using projectors) to software proficiency (Microsoft Word, Excel, PowerPoint) and utilizing educational websites for learning. The process involved observation, program design, and subsequent implementation by university students. While the range of activities is clearly outlined, the abstract ambiguously notes a positive impact of this technology training activity on the university students themselves, which seems a tangential detail given the primary objective is student technology literacy at the elementary school. The abstract concludes that the activity was "quite successful," primarily evidenced by the students' enthusiasm and high curiosity. However, a significant limitation is the lack of specific metrics or quantitative data to substantiate the actual improvement in "technology literacy" or "technology adaptation" among the students. While student engagement is a positive indicator, it does not directly measure the acquisition, retention, or application of technological skills. For future work, implementing a more robust evaluation framework, such as pre- and post-assessments or skill-based observations, would provide stronger empirical evidence of the program's effectiveness and its long-term impact on the technological competencies of the target students.

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