PERANCANGAN KURIKULUM PELATIHAN UNTUK MENINGKATKAN KOMPETENSI LITERASI DIGITAL GURU PENDIDIKAN ANAK USIA DINI

Penelitian ini bertujuan untuk merancang kurikulum pelatihan untuk meningkatkan kompetensi literasi digital guru PAUD. Penelitian ini didasari pada temuan yang menunjukkan bahwa di era 4.0 kompetensi literasi digital guru sangat penting dalam menunjang pembelajaran, namun berdasarkan temuan penelitian menunjukan kompetensi literasi digital guru PAUD masih perlu ditingkatkan, belum adanya kurikulum pelatihan literasi digital untuk guru PAUD di lingkungan Dinas Pendidikan dan Kebudayaan serta lembaga kursus dan pelatihan di Kota Pontianak. Penelitian ini menggunakan model Design and Development (D&D). Design and Developmen (D&D) meliputi enam langkah, yaitu: 1) identifikasi masalah penelitian; 2) formulasi tujuan penelitian; 3) desain dan pengembangan produk (artefak); 4) penguji artefak; 5) evaluasi hasil dari pengujian; 6) disiminasi hasil pengujian. Data dikumpulkan melalui angket, wawancara, penilaian ahli, observasi dan tes (pretest dan posttest). Pengumpulan data menggunakan pendekatan kualitatif dan kuantitatif. Pengambilan sampel pada penelitian ini secara teknik purposive sampling yaitu guru PAUD berjumlah 45 orang, Simpulan dari penelitian ini bahwa berdasarkan hasil di bidang pedagogi dan professional di era digital menunjukkan bahwa rata-rata nasional masih rendah salah satunya adalah literasi dalam era digital, sedangkan berdasarkan hasil persentase guru di lapangan pun perlu adanya peningkatan dalam literasi digital karena berada dalam kategori kurang baik. Pelatihan ini menggunakan pendekatan blended learning pada pembelajarannya terbagi menjadi dua kegiatan, yaitu pembelajaran dengan luring (tatap muka) dengan strategi JeDeKReS (Jelaskan, Demontrasi, Kreasi, Refleksi dan Sebarkan) dan online. Desain kurikulum pelatihan dan materi pelatihan diberikan penilaian oleh para ahli berupa expert judgment dengan hasil layak untuk di uji cobakan. Sedangkan dalam efektivitas pelaksanaan pelatihan dilakukan dengan tes objektif pilihan ganda, yang mana pelatihan ini dapat berpengaruh terhadap kompetensi literasi digital guru PAUD. Diseminasi kurikulum pelatihan dilakukan melalui sosialisasi kepada pengguna, juga digital yang dapat di akses publik. Adapun rekomendasi bagi lembaga PAUD, lembaga kursus atau organisasi guru seperti Himpunan Pendidikan Anak Usia Dini Indonesia, Ikatan Guru Taman Kanak-kanak Indonesia, merekomendasikan para guru untuk meningkatkan kemampuan kompetensi literasi digital salah satunya dengan mengikuti pelatihan khusus tentang media digital yang telah dikembangkan dalam penelitian ini. Kata Kunci : kurikulum pelatihan, kompetensi literasi digital, guru paud. ABSTRACT Sudarti, 2022. Curriculum Design Training to Improve Digital Literacy Competency of Early Childhood Education Teachers. Doctoral program of Curriculum Development FIP Universitas Pendidikan Indonesia. Promoters: Dr. Rusman, M.Pd., Ko-Promotor: Dr. Dadang Sukirman, M.Pd., Dr. Cepi Riyana, M.Pd. This research aimed at designing a training curriculum to improve the digital literacy competency of early childhood education teachers. There were several rationales behind this research. First, some research findings showed that in this 4.0 era, teachers’ digital literacy competence was important in assisting them to teach in the classroom. Second, the finding also showed that the teachers’ competence in digital literacy needs some improvement. In addition, the training curriculum regarding how to improve digital literacy competence for the early childhood education teachers has not been done within the Department of Education and Culture as well as course and training institutions in Pontianak City. This research employed Design and Development (D&D) model. Design and Development (D&D) consisted of six stages, they were: 1) research problems identification; 2) the formulation of research purposes; 3) product design and development (artifact); 4) artifact testing; 5) the evaluation of the artifact testing; 6) dissemination of test results. Data were collected through questionnaires, interviews, expert assessment, observations, and tests (pretest and posttest). The data collection procedures were done through a qualitative and quantitative approach. The sampling technique employed in this research was purposive sampling, which involved 45 early childhood education teachers. This study concluded that based on the results in the field of pedagogy and professionals in the digital era, it showed that the national average was still low, including the literacy in the digital era. Meanwhile, based on the results of the percentage of teachers in the field that showed the “poor” category, it was essential to develop digital literacy. This training uses a blended learning approach in which the learning is divided into two activities, namely offline learning (face to face) with the JeDeKReS strategy (Explain, Demonstration, Create, Reflect and Spread).The design of the training curriculum and training materials were assessed by the experts in the form of expert judgment with a result appropriate for testing. Meanwhile, the effectiveness of the training implementation was carried out through multiple-choice objective tests, in which digital media training can affect the digital literacy competence of the early childhood education teachers. Dissemination of the training curriculum was carried out through socialization to users, as well as digital e-books that can be accessed by the public. It was recommended for childhood education institutions, course institutions, or teacher organizations such as the Indonesian Early Childhood Education Association, and the Indonesian Kindergarten Teacher Association, to improve the teachers’ digital literacy competence, for example by participating in special training on digital media that has been developed in this research. Keywords: training curriculum, digital literacy competency, early childhood education teachers