Digital Mading For Generation Alpha: Innovation of Literacy Learning in The Context of Independent Curriculum at SDN Cirebon District
DOI:
https://doi.org/10.59966/z7858b46Keywords:
Digital Literacy, Digital Wall Magazine, Generation Alpha, Independent Curriculum, Elementary SchoolAbstract
This study aims to examine the application of digital literacy through the creation of digital wall magazines (digital mading) by 6th grade elementary school students in the context of the Merdeka Curriculum. Digital mading activities were chosen as a form of learning innovation that not only develops literacy skills, but also encourages collaboration, creativity, and educational use of technology by Generation Alpha—a group of children who have grown up in a digital environment since an early age. This study uses a qualitative approach with a case study method. The subjects of the study consisted of 6th grade students at an elementary school based on the Merdeka Curriculum, class teachers, and principals. Data were collected through interviews, direct observation of the digital mading creation process, and documentation of student work. The data analysis technique used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that digital mading activities can improve students' digital literacy skills in three main aspects: the ability to search for and evaluate information, the skill of composing digital texts, and the ability to collaborate in teams. In addition, this media is also able to foster a sense of responsibility and creativity in students in producing original work. The implications of this study indicate that digital wall magazines can be an alternative literacy learning media that is in line with the spirit of the Independent Curriculum. Further research is recommended to explore the application of similar media in different grade levels and their integration with other subjects.
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