An Analysis of Digital Literacy Skills of Elementary School Teachers
Analisis Keterampilan Literasi Digital Guru Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.11330Keywords:
digital literacy, lementary school teachers, Hague & PaytonAbstract
This study examines the digital literacy skills of elementary school teachers based on Hague and Payton’s framework, covering functional skills, creativity, collaboration, communication, information retrieval, critical thinking and evaluation, problem-solving, and digital safety. A qualitative case study was conducted involving fifth- and sixth-grade teachers at SD Muhammadiyah 3 Ikrom Wage. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman interactive model. The findings reveal that both teachers integrated digital technology into classroom instruction, although at different levels. The fifth-grade teacher mainly used technology to support content delivery, while the sixth-grade teacher implemented more interactive and student-centered practices through discussions, information-seeking activities, and responsible digital media use. Overall, the teachers showed progress from basic technical competence toward more meaningful pedagogical integration. However, critical thinking, problem-solving, and digital safety remain areas requiring further improvement to support effective, engaging, and meaningful technology-enhanced learning.
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