Muthahharah Thahir, Ananda Rachmaniar, Andre Julius, Aulia Asyifani Putri, Rosiyanti Rosiyanti

Penguatan Literasi Digital di Kalangan Siswa SMA dalam Mendukung Budaya Akademik dan Karakter Positif

Introduction

Penguatan literasi digital di kalangan siswa sma dalam mendukung budaya akademik dan karakter positif. Tingkatkan literasi digital siswa SMA untuk budaya akademik & karakter positif. Pelajari penggunaan teknologi produktif, etika digital, anti-plagiarisme, dan keamanan data.

Abstract

Kegiatan pengabdian ini bertujuan untuk meningkatkan literasi digital siswa di SMA Binar Ilmu Mekarmanik Bandung, khususnya dalam memanfaatkan teknologi secara produktif untuk mendukung budaya akademik dan pembentukan etika digital. Pengabdian dilakukan dengan metode Participatory Action Research (PAR) melalui tahapan identifikasi masalah, penyampaian materi literasi digital, praktik penggunaan teknologi, dan evaluasi ketercapaian. Hasil kegiatan menunjukkan bahwa siswa mengalami peningkatan kemampuan dalam mencari sumber ilmiah kredibel, menggunakan aplikasi pendukung pembelajaran, serta memahami etika digital seperti anti-plagiarisme dan keamanan data. Temuan ini signifikan karena menunjukkan bahwa pelatihan berbasis PAR dapat menjadi strategi efektif untuk mengimplementasikan literasi digital secara sistematis dalam lingkungan boarding school yang memiliki keterbatasan akses gawai, sekaligus mendukung penguatan budaya akademik dan karakter digital yang bertanggung jawab.

Review

This paper addresses a crucial and highly relevant topic concerning the development of digital literacy among high school students, specifically linking it to the cultivation of a robust academic culture and positive character. The chosen context of SMA Binar Ilmu Mekarmanik Bandung, a boarding school environment characterized by potentially limited gadget access, presents a unique and compelling case study for intervention. The stated objective of enhancing students' productive use of technology and their understanding of digital ethics is timely and directly responds to contemporary educational challenges, making this work a valuable contribution to the field of community engagement and digital education. The study employs Participatory Action Research (PAR), a suitable methodology for community-based interventions, involving stages from problem identification to evaluation. The findings indicate tangible improvements in student capabilities, including their ability to identify credible scientific sources, effectively utilize learning support applications, and grasp essential digital ethics such as anti-plagiarism and data security. These results are particularly significant given the boarding school setting, suggesting that a PAR-based approach can effectively overcome contextual limitations to systematically integrate digital literacy. The authors successfully demonstrate how such targeted training can concurrently strengthen academic culture and foster responsible digital citizenship. While the abstract clearly highlights the success of the intervention and the effectiveness of the PAR method, a comprehensive review of the full paper would benefit from deeper insights into certain aspects. For instance, detailing the specific nature of the "limited gadget access" in the boarding school and how the PAR methodology was adapted to this unique constraint would add valuable nuance. Furthermore, elaborating on the specific components of the digital literacy material delivered and the methods used to assess the "increase in ability" and the development of "positive character" would strengthen the empirical evidence. Nevertheless, this abstract outlines a commendable initiative that offers a practical and effective model for fostering essential digital competencies in a challenging educational environment.

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