ANALYSIS OF ELEMENENTARY SCHOOL TEACHERS NEEDS FOR TRAINING TO IMPROVE DIGITAL LITERACY
Annisa Sri Wulandari (a), Tia Citra Bayuni (b*), Ahmad Fauzi (c), Deby Ernandi (d), Herawati (e), Lina Nopitasari (f)

Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia

Abstract

This study is motivated by variations in teachers digital literacy, limited use of educational technology, and training that has not yet met their needs. The study aims to analyze the level of digital literacy among elementary school teachers, identify training needs, and describe appropriate training characteristics. This research employs a descriptive method with a quantitative approach. The subjects consist of 44 elementary school teachers. The instrument used is a Likert-scale questionnaire (1-4) covering five indicators of digital literacy and training needs. Data were collected through Google Forms and analyzed using descriptive statistics in the form of percentages. The results show that the ability to use digital technology is in the very good category (85%). The use of digital media in learning is in the good category (80%), and the ability to evaluate digital information is also in the good category (80%). Meanwhile, aspects of digital ethics and security are in the very good category (85%). The need for digital literacy training is rated very high (85%), particularly in developing digital learning media, improving technological skills, and filtering information. In conclusion, elementary school teachers still require structured and continuous digital literacy training to improve the quality of learning.

Keywords: Digital Literacy, Elementary School Teachers, Training Needs, Educational Technology.

Topic: AI for Learning