PEMBANGUNAN KOMPETENSI LITERASI DIGITAL SEKTOR PENDIDIKAN DI MASA PANDEMI COVID-19 MELALUI #RTIKABDIMAS

Rinda Cahyana; Ridwan Setiawan; Hilmi Aulawi; Bambang Tri Santoso

doi:10.31764/jmm.v5i4.5076

PEMBANGUNAN KOMPETENSI LITERASI DIGITAL SEKTOR PENDIDIKAN DI MASA PANDEMI COVID-19 MELALUI #RTIKABDIMAS

Rinda Cahyana, Ridwan Setiawan, Hilmi Aulawi, Bambang Tri Santoso

Abstract

Abstrak: Kebijakan pemerintah terkait pembelajaran daring untuk pencegahan penyebaran Covid-19 menjadi masalah bagi lembaga pendidikan di Garut yang belum menerapkan sistem pembelajaran daring, di mana tenaga pendidik dan peserta didiknya belum memiliki kompetensi literasi digital yang memadai. Pengabdian ini bertujuan untuk membangun kompetensi literasi digital sektor pendidikan. Sasaran mitra kegiatannya adalah lembaga pendidikan formal dan non formal di kabupaten Garut. Tiga puluh sembilan tim dari empat kelas paralel mata kuliah Relawan TIK melaksanakan kegiatan pelayanan berupa sosialisasi dan workshop secara luring dan daring di bawah bimbingan 4 orang dosen dan asistennya. Laporan akhir tim #RTIKAbdimas mengungkapkan kinerja relawan TIK yang berhasil menerapkan 54 teknologi informasi di lingkungan mitra, menyebarkan 62 konten digital terkait literasi digital, dan meningkatkan rata-rata pengetahuan literasi digital mitra sekitar 17,26 poin dari skor awal 60 poin. Sekitar 80% mitra kegiatannya adalah lembaga pendidikan formal, dan 20% adalah lembaga pendidikan non formal.

Abstract: Government policies related to online learning to prevent the spread of Covid-19 are a problem for educational institutions in Garut that have not implemented an online learning system, where educators and students do not yet have adequate digital literacy competencies. This service aims to build digital literacy competencies in the education sector. The target partners of its activities are formal and non-formal educational institutions in the Garut district. Thirty-nine teams from four parallel classes of ICT Volunteer courses carry out service activities in the form of socialization and workshops offline and online under the guidance of 4 lecturers and their assistants. The final report of the #RTIKAbdimas team revealed the performance of ICT volunteers who successfully implemented 54 information technologies in partner environments, disseminated 62 digital content related to digital literacy, and increased the average digital literacy knowledge of partners 17.26 points from an initial score of 60 points. About 80% of its activity partners are formal education institutions, and 20% are non-formal education institutions.

Keywords

Covid-19; Digital Literacy; Education; ICT Volunteers

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DOI: https://doi.org/10.31764/jmm.v5i4.5076