Agus Perdana Windarto, Jeperson Hutahaean, Kelik Sussolaikah, Setiawansyah Setiawansyah

Pelatihan Literasi Digital untuk Guru dan Siswa dalam Meningkatkan Kualitas Pembelajaran Jarak Jauh

Introduction

Pelatihan literasi digital untuk guru dan siswa dalam meningkatkan kualitas pembelajaran jarak jauh. Pelatihan literasi digital untuk guru dan siswa tingkatkan kualitas pembelajaran jarak jauh. Program ini sukses meningkatkan kompetensi digital peserta dan kepuasan belajar.

Abstract

This community service activity aims to improve the digital literacy of teachers and students to support the quality of distance learning. The implementation method was carried out through practice-based training involving 20 participants from among teachers and students. Evaluation results showed that before the activity, the digital literacy level of participants was in the basic to intermediate category with an average score of 1-2, while after the activity there was a significant increase to an average score of 4-5. Participants' satisfaction responses also showed that 80% expressed satisfaction or were very satisfied, confirming the effectiveness of the training. This activity successfully addressed the needs of partners regarding the constraints of low digital competency in online learning, despite the limitations of the limited number of participants and the short duration of implementation. Therefore, this activity is recommended to be expanded and integrated into the ongoing professional development program for teachers and students.

Review

This community service activity effectively addresses a critical need in contemporary education: enhancing digital literacy among teachers and students to improve distance learning quality. The abstract clearly outlines a practice-based training intervention involving 20 participants, detailing its methodology and immediate outcomes. The study presents a commendable and practical effort to bridge competency gaps, offering a straightforward yet impactful approach to a pervasive challenge in educational technology integration. A significant strength of this work lies in its clear focus and tangible results. The authors report a substantial improvement in digital literacy levels, moving from basic to advanced categories (average score 1-2 to 4-5) post-intervention, which is further supported by a high participant satisfaction rate (80%). This direct evidence of effectiveness in improving digital competency for online learning is highly valuable. The practical, hands-on training approach, though briefly described, appears to be a key factor in its success, directly addressing specific partner needs and validating the utility of such targeted interventions. While the reported outcomes are very positive, the abstract appropriately acknowledges inherent limitations, specifically the small sample size and short duration of the activity. These factors suggest that the generalizability and long-term impact of the training might require further investigation. Expanding on the specific content and pedagogical approach of the "practice-based training" would also enrich understanding. The authors' own recommendation for expanding and integrating this activity into ongoing professional development programs is a strong and logical next step, suggesting a clear path for future research and implementation that could address these limitations and solidify the long-term sustainability and broader applicability of their findings.

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