PENGENALAN DAN PENGUATAN LITERASI DIGITAL DI SMA: MENGAJARKAN ETIKA DAN KEAMANAN DALAM PENGGUNAAN TEKNOLOGI

Authors

  • Encil Puspitoningrum Universitas Nusantara PGRI Kediri
  • PA Andiena Nindya Putri ITB Stikom Bali
  • Suhartono Suhartono Universitas Nusantara PGRI Kediri
  • David Rindu Kurniawan Universitas Nusantara PGRI Kediri
  • Isfauzi Hadi Nugroho Universitas Nusantara PGRI Kediri

DOI:

https://doi.org/10.31004/cdj.v5i2.26330

Keywords:

Literasi Digital, Etika, Keamanan Digital.

Abstract

Artikel ini membahas pentingnya pengenalan dan penguatan literasi digital di sekolah menengah atas (SMA) dengan fokus pada mengajarkan etika dan keamanan dalam penggunaan teknologi. Literasi digital menjadi krusial mengingat peran teknologi yang semakin merasuk dalam kehidupan sehari-hari. Melalui metode literature review, artikel ini menganalisis berbagai sumber literatur terkait konsep literasi digital, etika dalam penggunaan teknologi, dan keamanan digital di lingkungan pendidikan SMA. Penekanan pada literasi digital di SMA merupakan langkah proaktif untuk mempersiapkan generasi muda menghadapi tantangan digital di masa depan. Pembelajaran etika dan keamanan digital di SMA memainkan peran penting dalam membentuk sikap yang bertanggung jawab terhadap teknologi. Tiga kunci diskusi dalam artikel ini meliputi literasi digital, etika, dan keamanan digital. Hasil penelusuran literatur menunjukkan perlunya integrasi kurikulum literasi digital yang komprehensif di SMA, termasuk pengajaran tentang pentingnya etika dan keamanan dalam penggunaan teknologi. Artikel ini menggarisbawahi bahwa pendidikan literasi digital bukan hanya tentang menguasai teknologi, tetapi juga memahami implikasi sosial, etika, dan keamanan yang terkait. Dengan demikian, artikel ini mengajukan bahwa pengenalan dan penguatan literasi digital di SMA harus menjadi prioritas, dengan penekanan khusus pada pengajaran etika dan keamanan digital. Langkah-langkah ini diharapkan dapat membentuk generasi yang cerdas, bertanggung jawab, dan aman dalam menggunakan teknologi di era digital ini.

References

Alam, G. M., & Forhad, M. A. R. (2023). The Impact of Accessing Education via Smartphone Technology on Education Disparity—A Sustainable Education Perspective. Sustainability, 15(14), 10979.

Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305.

Arion, F. H., Harutyunyan, G., Aleksanyan, V., Muradyan, M., Asatryan, H., & Manucharyan, M. (2024). Determining Digitalization Issues (ICT Adoption, Digital Literacy, and the Digital Divide) in Rural Areas by Using Sample Surveys: The Case of Armenia. Agriculture, 14(2), 249.

Ata, R., & Y?ld?r?m, K. (2019). Exploring Turkish Pre-Service Teachers’ Perceptions and Views of Digital Literacy. Education Sciences, 9(1), 40. https://doi.org/10.3390/educsci9010040

Baena-Morales, S., Martinez-Roig, R., & Hernández-Amorós, M. J. (2020). Sustainability and Educational Technology—A Description of the Teaching Self-Concept. Sustainability, 12(24), 10309.

Braßler, M. (2024). Students’ Digital Competence Development in the Production of Open Educational Resources in Education for Sustainable Development. Sustainability, 16(4), 1674.

Cosby, A., Fogarty, E. S., & Manning, J. (2023). Digital Literacy and Digital Self-Efficacy of Australian Technology Teachers. Education Sciences, 13(5), 530.

De la Calle, A. M., Pacheco-Costa, A., Gómez-Ruiz, M. Á., & Guzmán-Simón, F. (2021). Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review. Sustainability, 13(23), 13283. https://doi.org/10.3390/su132313283

Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of Barriers to Digital Transformation in Higher Education Institutions: Systematic Literature Review. Education Sciences, 13(7), 746. https://doi.org/10.3390/educsci13070746

Grosseck, G., Bran, R. A., & ?îru, L. G. (2024). Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs. Education Sciences, 14(1), 32.

Guzzo, T., Caschera, M. C., Ferri, F., & Grifoni, P. (2023). Analysis of the Digital Educational Scenario in Italian High Schools during the Pandemic: Challenges and Emerging Tools. Sustainability, 15(2), 1426. https://doi.org/10.3390/su15021426

Hursen, C., Pa?a, D., & Keser, H. (2023). High School Students’ Use of Information, Media, and Technology Skills and Multidimensional 21st-Century Skills: An Investigation within the Context of Students, Teachers, and Curricula. Sustainability, 15(16), 12214.

Li, J., Bai, J., Zhu, S., & Yang, H. H. (2024). Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design. Electronics, 13(2), 385.

Mattar, J., Santos, C. C., & Cuque, L. M. (2022). Analysis and Comparison of International Digital Competence Frameworks for Education. Education Sciences, 12(12), 932.

Méndez, D., Méndez, M., & Anguita, J. M. (2022). Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda. Sustainability, 14(18), 11387.

Myna?íková, L., & Novotný, L. (2021). The Current Challenges of Further Education in ICT with the Example of the Czech Republic. Sustainability, 13(8), 4106. https://doi.org/10.3390/su13084106

Pathiranage, A., & Karunaratne, T. (2023). Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review. Education Sciences, 13(9), 917.

Rosário, A. T., & Dias, J. C. (2023). The New Digital Economy and Sustainability: Challenges and Opportunities. Sustainability, 15(14), 10902. https://doi.org/10.3390/su151410902

Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858.

Sarva, E., L?ma, G., O?esika, A., Daniela, L., & Rubene, Z. (2023). Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective. Sustainability, 15(13), 9895.

Shi, Q., Lan, M., & Wan, X. (2023). The Implementation Mechanism and Effectiveness of a National Plan of a Digital Competence Training Program for Chinese Primary and Secondary School Teachers. Sustainability, 15(24), 16944.

Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48.

Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2023). Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48.

Tiernan, P., Costello, E., Donlon, E., Parysz, M., & Scriney, M. (2023). Information and Media Literacy in the Age of AI: Options for the Future. Education Sciences, 13(9), 906.

Vod?, A. I., Cautisanu, C., Gr?dinaru, C., T?n?sescu, C., & de Moraes, G. H. S. M. (2022). Exploring Digital Literacy Skills in Social Sciences and Humanities Students. Sustainability, 14(5), 2483.

Wang, Z., & Chu, Z. (2023). Examination of Higher Education Teachers’ Self-Perception of Digital Competence, Self-Efficacy, and Facilitating Conditions: An Empirical Study in the Context of China. Sustainability, 15(14), 10945.

Downloads

Published

2024-03-06

How to Cite

Puspitoningrum, E. ., Putri, P. A. N. ., Suhartono, S., Kurniawan, D. R. ., & Nugroho, I. H. . (2024). PENGENALAN DAN PENGUATAN LITERASI DIGITAL DI SMA: MENGAJARKAN ETIKA DAN KEAMANAN DALAM PENGGUNAAN TEKNOLOGI. Community Development Journal : Jurnal Pengabdian Masyarakat, 5(2), 2663–2669. https://doi.org/10.31004/cdj.v5i2.26330