Implementation of Digital Literacy to Form National Insight in the Era of the Industrial Revolution

Abstract

In the current era, digital literacy helps students filter out hoaxes, assess the credibility of information, understand the values ​​of Pancasila, appreciate diversity, and cultivate a sense of patriotism within the digital space. However, its implementation faces various challenges, including limited access to devices and the internet, students' limited ability to verify information, exposure to negative content, weak digital ethics, and disparities in teacher competence regarding the use of educational technology. The objectives of this study are to: (1) describe the implementation of digital literacy to foster national insight in the Industrial Revolution era, and (2) describe the challenges associated with implementing digital literacy to foster national insight. This study employs a qualitative approach using a case study method. Data collection was conducted through observation, interviews, and documentation, while data analysis techniques included data collection, data reduction, data presentation, and conclusion drawing and verification. The study's findings are as follows: (1) The implementation of digital literacy to foster national insight in the Industrial Revolution era proceeds through three main stages: First, the process begins in the classroom with the use of Smart TV as interactive learning media to present national-themed material visually and to hone students' critical thinking skills. Second, the process continues with the reinforcement of digital ethics through collaborative guidance aimed at habituating students to filter out hoaxes. Third, the process culminates in concrete action, where the school facilitates students in producing content related to national insight for the school's social media channels and guides them in the wise use of artificial intelligence (AI). (2) The challenges that must be addressed regarding the implementation of digital literacy to foster national insight include limited access to devices and the internet, students' low capacity for information verification, exposure to negative content, a lack of understanding regarding digital ethics, and disparities in teacher competence in utilizing educational technology. This integration requires support through a relevant curriculum, contextual teaching materials, teacher guidance, and the cultivation of habits among students to use digital media wisely. Schools, teachers, families, and the community need to collaborate to ensure that technology serves not merely as a medium for information, but also as a means of fostering a national character that is critical, responsible, and adaptable to the demands of 21st-century education.