Ayu Wulansari, Asis Riat Winanto, Anna Nurhayati, Akra Maratsa Ekalawna

TINGKAT KEMAMPUAN LITERASI DIGITAL DI KALANGAN DIFABEL

Introduction

Tingkat kemampuan literasi digital di kalangan difabel. Mengukur literasi digital siswa tunanetra SLB-A Aisyiah. Tingkat sedang, unggul di media sosial namun rendah di transaksi digital. Mendukung akses informasi dan inklusi bagi difabel.

Abstract

The focus of this research is to determine the digital literacy ability of the blind disabled. Every citizen has the right to equality, easy access to information. This equality of rights is often constrained by the fact that the ease of access to information is not simply enjoyed by all people, as people with disabilities, especially those with disabilities, need special efforts and separate ways to improve their digital capabilities. Limitations do not prevent people with disabilities from enjoying and being able to access internet freely. Many digital literacy programs for the blind have been initiated by institutions, one of which is SLB-A Aisyiah, Ponorogo Regency. The purpose of this research is to determine the level of digital literacy ability of Aisyiah SLB-A students. The method used is descriptive quantitative with sampling using non-probability sampling, namely “a sampling technique that provides equal opportunities for each element (member) of the population. The population of this study was Aisyiah’s SLB-A students as many as 34 students at the junior high school level (SMP) and the senior high school level (SMA). The population is at the same time a sample or saturated sample. Analysis of the research data using statistics with the presentation of data through the formula mean and grand mean. “The mean is used to calculate the average value of the variables while the grand mean is used to calculate the total average. The main study is the assessment of digital literacy skills according to KOMINFO RI. The results showed that the digital literacy level of SLB-A students reached an average of 3.2 in the medium category. The first includes basic knowledge of conversational applications and social media which are categorized as high with an average result of 3.4. Second, is basic knowledge about information search engines, how to use and select data, the average is 3.25 in the medium category, the third position is basic knowledge about the digital landscape – internet and cyberspace, reaching 3.16 in the medium category, the average position is 3.16. the lowest average is basic knowledge about digital wallet applications, market stores, and digital transactions reaching 2.99 with less category

Review

This study, "TINGKAT KEMAMPUAN LITERASI DIGITAL DI KALANGAN DIFABEL," addresses a highly relevant and important topic: the digital literacy abilities of the blind disabled. The research appropriately highlights the disparity in access to information and the necessity of tailored efforts to empower this community, particularly within the context of institutions like SLB-A Aisyiah in Ponorogo Regency. The clear objective of determining the digital literacy level of students and the use of a descriptive quantitative method with a saturated sample are suitable for generating an initial understanding of the current situation. The assessment framework from KOMINFO RI provides a valuable and standardized lens through which to evaluate these capabilities, offering structured insights into various facets of digital literacy. However, the abstract presents some methodological ambiguities that need clarification. The statement describing "non-probability sampling, namely 'a sampling technique that provides equal opportunities for each element (member) of the population'" is contradictory, as non-probability sampling, by definition, does not guarantee equal chances for all population members. While the subsequent mention of a saturated sample for a small population (34 students) clarifies the actual approach, the initial misstatement is a significant point of confusion. Furthermore, while the statistical analysis using mean and grand mean is appropriate for descriptive purposes, the abstract would benefit from explicitly stating the scale used for the digital literacy assessment (e.g., a 1-5 Likert scale) to provide better context for the reported average scores and their categorization into "medium," "high," or "less." Despite these points for refinement, the study offers valuable initial insights into the digital literacy landscape for blind students. The findings, indicating a "medium" overall literacy level and identifying specific strengths (conversational apps, social media) and weaknesses (digital wallet applications, market stores, and digital transactions), are crucial for informing targeted educational interventions. Future research could further explore the underlying reasons for the lower scores in digital financial literacy, perhaps through qualitative methods, to better understand the barriers and specific needs of this population. Overall, this research contributes meaningfully to the discourse on digital inclusion for persons with disabilities and lays a foundation for developing more effective and equitable digital literacy programs.

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