Integrasi Penguatan Pendidikan Karakter dalam Pembelajaran Berbasis Literasi Digital pada Siswa Sekolah Dasar

Abstract

This study examines the integration of character education strengthening in digital literacy-based learning among elementary school students in the post-pandemic era. The problem addressed is the complexity of integrating five PPK values (religious, nationalist, independent, mutual cooperation, and integrity) with digital literacy in learning. This qualitative research with a case study design involved 30 students from grades 4, 5, and 6 at SD Negeri 2 Kesamben. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model. The research findings indicate that the model can be implemented through three stages: habituation of responsible digital media use, development of digital content analysis and evaluation capabilities, and digital transformation through character-laden creativity. Model implementation resulted in an average 26% increase in digital literacy competence, accompanied by positive behavioral changes such as increased content selectivity from 52% to 89% and information verification ability from 48% to 85%. Implementation strategies include utilization of educational digital content (35%), digital games (25%), hardware (22%), and digital competency tests (18%). This model has proven effective in forming digital citizenship awareness and creating a holistic learning ecosystem that integrates character development with digital competencies in the post-pandemic era.