STRATEGI GURU BERBASIS TPACK DALAM MEMBIMBING ETIKA DIGITAL SISWA KELAS V PADA PEMBELAJARAN MATEMATIKA DIGITAL
DOI: https://doi.org/10.30605/z3cyxr49
etika digital, pembelajaran matematika, sekolah dasar, TPACK, teknologi digital
Abstract
Perkembangan teknologi digital dalam pembelajaran matematika sekolah dasar menuntut guru tidak hanya mengintegrasikan teknologi ke dalam pembelajaran, tetapi juga membimbing siswa menggunakan media digital secara etis dan bertanggung jawab. Penelitian ini bertujuan mendeskripsikan strategi guru berbasis Technological Pedagogical Content Knowledge (TPACK) dalam membimbing etika digital siswa kelas V pada pembelajaran matematika berbantuan media digital. Penelitian menggunakan pendekatan kualitatif deskriptif yang dilaksanakan di SD Negeri Jatisawit 01 Kabupaten Brebes. Subjek penelitian terdiri atas satu kepala sekolah, satu guru kelas V, dan enam siswa kelas V. Data dikumpulkan melalui wawancara semi-terstruktur dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan (Miles et al., 2014). Keabsahan data dilakukan melalui triangulasi sumber, triangulasi teknik, member check, dan audit trail. Hasil penelitian menunjukkan bahwa guru mengintegrasikan teknologi, pedagogi, dan konten matematika melalui penggunaan proyektor, smart board, laptop, video pembelajaran, Quizizz, dan Google Form. Strategi yang diterapkan meliputi pemberian instruksi penggunaan media digital, pengawasan penggunaan gawai, pembahasan ulang informasi dan jawaban yang diperoleh dari internet, pemberian teladan komunikasi digital yang santun, serta pembiasaan tanggung jawab akademik melalui pencantuman sumber digital. Strategi tersebut membimbing siswa dalam aspek etika digital yang meliputi aman, sopan, kritis, dan bertanggung jawab. Tantangan yang dihadapi guru meliputi keterbatasan perangkat, kuota internet, kualitas jaringan, perbedaan kemampuan siswa, serta penggunaan gawai di luar tujuan pembelajaran. Temuan penelitian menunjukkan bahwa kerangka TPACK dapat mendukung integrasi teknologi dan pembentukan etika digital siswa dalam pembelajaran matematika di sekolah dasar.
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