PENINGKATAN PROFESIONAL GURU BERBASIS LITERASI DIGITAL DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA DI SMP NEGERI 8 BANDAR LAMPUNG

SITI, MAISAROH (2026) PENINGKATAN PROFESIONAL GURU BERBASIS LITERASI DIGITAL DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA DI SMP NEGERI 8 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kompetensi profesional guru di SMP Negeri 8 Bandar Lampung dalam memanfaatkan teknologi masih menghadapi beberapa kendala berupa perbedaan kemampuan digital para guru dan rendahnya motivasi para guru serta keterbatasan sarana prasarana sekolah. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan peningkatan guru profesional berbasis literasi digital dalam mengimplementasikan kurikulum merdeka yang berfokus pada langkah-langkah guru dalam mencari informasi di internet, mengevaluasi konten informasi, memanfaatkan literasi media dan menerapkan literasi komunikasi di SMP Negeri 8 Bandar Lampung. Metode penelitian ini menggunakan deskriptif kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi dengan informan yang meliputi Kepala sekolah, Wakil Kepala Bidang Kurikulum, Keapala Perpustakaan, Guru, serta Peserta Didik SMP Negeri 8 Bandar Lampung. Teknik analisis data menggunakan, reduksi data, penyaji data, dan kesimpulan. Uji keabsahan data penulis menggunakan triangulasi sumber. Hasil penelitian menunjukan bahwa peningkatan profesional guru berbasis literasi digital di SMP Negeri 8 Bandar Lampung telah diterapkan dalam mendukung implementasi kurikulum merdeka. Guru telah memanfaatkan pencarian internet untuk mencari sumber referensi, bahan ajar dalam mendukung proses pembelajaran. Evaluasi konten informasi dilakukan dengan menyeleksi sumber informasi, membandingkan berbagai sumber informasi digital, serta dapat membedakan sumber yang bersifat fakta dan opini. Literasi media yang dimanfaatkan pada saat pembelajaran meliputi Power Point, Quizizz, Canva, Video pembelajaran (youtube) dengan menggunakan sarana pendukung digital yang disediakan sekolah yang meliputi Smart Tv, proyektor, ruang multimedia, dan laboratorium komputer. Untuk literasi komunikasi yang diterapkan melalui platform Whatsapp dan Google meet untuk berinteraksi, mengirim tugas dan materi, kisikisi ujian maupun informasi akademik. Meskipun demikian, implementasi literasi digital masih menghadapi beberapa kendalaiii seperti keterbatasan sarana prasarana, jaringan internet, perbedaan kemampuan digital dan rendahnya motivasi para guru. Oleh karena itu, diperlukan peningkatan kompetensi profesional guru, penguatan kebijakan digital, dan dukungan infrastuktur teknologi yang memadai guna mengoptimalkan keberlanjutan literasi digital di lingkungan sekolah. ABSTRACT The professional competencies of teachers at SMP Negeri 8 Bandar Lampung in utilizing technology still faced several obstacles, namely differences in teachers' digital abilities, low teacher motivation, and limitations in school facilities and infrastructure. This study aimed to analyze and describe the improvement of teacher professionalism based on digital literacy in implementing the Merdeka Curriculum, focusing on teachers' steps in searching for information on the internet, evaluating information content, utilizing media literacy, and applying communication literacy at SMP Negeri 8 Bandar Lampung. This study employed a qualitative descriptive method with a case study approach. Data were collected through interviews, observations, and documentation with informants including the principal, vice principal for curriculum, head of the library, teachers, and students of SMP Negeri 8 Bandar Lampung. Data analysis techniques used were data reduction, data presentation, and drawing conclusions. The researcher used source triangulation to test data validity. The results showed that the improvement of teacher professionalism based on digital literacy at SMP Negeri 8 Bandar Lampung had been implemented to support the Merdeka Curriculum. Teachers had used internet searches to find reference sources and teaching materials to support the learning process. Evaluation of information content was carried out by selecting information sources, comparing various digital information sources, and distinguishing factual sources from opinions. Media literacy used during learning included PowerPoint, Quizizz, Canva, and instructional videos (YouTube), utilizing school-provided digital supporting facilities such as Smart TV, projectors, a multimedia room, and a computer laboratory. Communication literacy was applied through WhatsApp and Google Meet to interact, send assignments and materials, provide exam outlines, and share academic information. Nevertheless, the implementation of digital literacy still faced several challenges such as limited facilities and infrastructure, internet connectivity,v differences in digital skills, and low teacher motivation. Therefore, an enhancement of teachers' professional competencies, strengthening of digital policies, and adequate technological infrastructure support were required to optimize the sustainability of digital literacy within the school environment.

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