Class, school culture, and community: How can PAUD teachers perceive these?

Authors

  • Erna Budiarti Universitas Panca Sakti Bekasi, Indonesia

DOI:

https://doi.org/10.51773/ajst.v4i1.136

Keywords:

Community, Digital Literacy, Early childhood , Education, School culture

Abstract

Digital literacy encompasses the competencies required to effectively navigate and engage with the digital landscape, characterized by internet platforms, social media, and mobile devices, where communication and access to information are predominantly facilitated through these digital technologies. An effect of this growth is that youngsters lose their capacity to socialize and become inclined towards a digital existence. Additionally, there are copyright infringements, such as cybercrime and the proliferation of computer viruses. Finally, the prohibited activities include pornography, gambling, fraud, and exhibitions of violence. Hence, effective communication between students and teachers is essential to imparting digital literacy to children. Effective communication is a crucial component of digital literacy. This study aims to gather data on the comprehension of digital literature among Jakarta's early childhood education (PAUD) instructors. Prior studies have solely examined two foundations and have relied on input from a limited number of in-house educators. This study will investigate three foundations precisely: the class foundation, the school culture foundation, and the community foundation it possesses. A descriptive qualitative approach characterizes this research methodology. Data collection for this study involved observing, conducting interviews, and studying paperwork related to PAUD teachers in Jakarta. Data collection instruments encompass observation guides, interviews, and documentation. The process of data analysis involves the collection, reduction, presentation, and drawing of conclusions. The research findings determined that the digital literacy of PAUD teachers in Pontianak still needs enhancement. The significance of these three results lies in, Firstly, when considering from a class perspective, The current level of digital literacy training for teachers is inadequate, with a lack of emphasis on integrating digital literacy into learning activities. The impact of COVID-19 has exacerbated this deficiency. Furthermore, the degree of teacher comprehension in this area still needs to be suboptimal. What are the causes when examined through the lens of the school's cultural basis and the fundamental community? Community support is provided by offering digital literacy facilities and infrastructure in schools. The amount of parental, communal, and school engagement in fostering digital literacy is satisfactory through the school's social community.

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Published

2024-03-26

How to Cite

Budiarti, E. (2024). Class, school culture, and community: How can PAUD teachers perceive these?. AMCA Journal of Science and Technology, 4(1). https://doi.org/10.51773/ajst.v4i1.136