Transformasi literasi di era digital: tantangan dan peluang untuk generasi muda

  • I Made Putrayasa 
    STAHN Mpu Kuturan Singaraja
  • I Gede Suwindia
    STAHN Mpu Kuturan Singaraja
    Indonesia
  • I Made Ari Winangun
    STAHN Mpu Kuturan Singaraja

Abstract

Artikel ini membahas transformasi literasi di era digital yang mencakup integrasi literasi membaca tradisional dan literasi digital dalam konteks generasi muda. Era digital telah membawa perubahan signifikan dalam konsep literasi, yang kini mencakup keterampilan teknis, pemahaman kritis, dan pengelolaan informasi digital. Di satu sisi, teknologi digital meningkatkan aksesibilitas informasi dan peluang pembelajaran. Di sisi lain, tantangan seperti misinformasi, kesenjangan digital, dan dampak media sosial terhadap kemampuan membaca mendalam menjadi perhatian utama. Artikel ini mengintegrasikan berbagai literatur terkini untuk menganalisis bagaimana kedua jenis literasi tersebut saling melengkapi atau berbenturan dalam membentuk kompetensi literasi generasi muda. Temuan menunjukkan bahwa pendidikan memainkan peran kunci dalam menjembatani kesenjangan literasi digital dan membaca, dengan rekomendasi berupa penguatan kebijakan pendidikan, peningkatan akses teknologi, dan strategi pembelajaran inovatif.
Keywords
  • Literasi digital
  • Literasi membaca
  • Generasi muda
  • Transformasi
References
  1. Alakrash, H. M., & Abdul Razak, N. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304
  2. Amin*, A. M., Hujjatusnaini, N., & Adiansyah, R. (2023). The Contribution of Communication and Digital Literacy Skills to Critical Thinking. Jurnal Pendidikan Sains Indonesia, 11(3). https://doi.org/10.24815/jpsi.v11i3.30838
  3. Angeline, M., Widyakusumastuti, M. A., Wibowo, D., Safitri, Y., & Luthfia, A. (2021). Towards Digital Equality: Assessing Youths’ Digital Literacy Capabilities. 5, 282–286. https://doi.org/10.1109/icimtech53080.2021.9534938
  4. Apuke, O. D., Tunca, E. A., Gever, C. V., & Omar, B. (2022). Information overload and misinformation sharing behaviour of social media users: Testing the moderating role of cognitive ability. Journal of Information Science, 016555152211219. https://doi.org/10.1177/01655515221121942
  5. Archer, A. (2011). Clip-art or design: Exploring the challenges of multimodal texts for writing centres in higher education. Southern African Linguistics and Applied Language Studies, 29(4), 387–399. https://doi.org/10.2989/16073614.2011.651938
  6. Aulia, F., & Utami, W. B. (2021). Evaluation of e-Learning Towards Improving 21st Century Learning Skills. 8, 167–170. https://doi.org/10.1109/icet53279.2021.9575106
  7. Beltrán-Palanques, V., & Querol-Julián, M. (2024). The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university. English for Specific Purposes, 75. https://doi.org/10.1016/j.esp.2024.05.002
  8. Blummer, B. (2017). Digital literacy practices among youth populations: A review of the literature. Education Libraries, 31(3), 38. https://doi.org/10.26443/el.v31i3.261
  9. Cahya, W. D., & Artini, L. P. (2020). The Implementation of Independent Reading Literacy Activities in Secondary Education. Journal of Education Research and Evaluation, 4(1), 63. https://doi.org/10.23887/jere.v4i1.23515
  10. Chan, Y.-Y., Mark, K.-P., Leung, C.-H., Yang, H. H., & Lam, H.-F. (2010). Hybrid Inquiry-Based Learning (pp. 203–227). igi global. https://doi.org/10.4018/978-1-60566-380-7.ch013
  11. Clark, C., Martin, R., Stansfeld, S. A., Van Kempen, E., Barrio, I. L., Alfred, T., Matheson, M., Head, J.,
  12. Dai Payon Binti Gabriel, C., Budiyanto Setyohadi, D., & Suyoto, S. (2018). Digital Divide Measurement in Lembata Regency Using SIBIS. E3S Web of Conferences, 31, 11011. https://doi.org/10.1051/e3sconf/20183111011
  13. Darmajaya, D. (2019). UPAYA PENGEMBANGAN E-GOVERNMENT PADA DINAS PENDIDIKAN PEMUDA DAN OLAHRAGA KOTA. Jurnal Pemerintahan Dan Politik, 1(1). https://doi.org/10.36982/jpg.v1i1.697
  14. Davies, H. W., & Haines, M. M. (2005). Exposure-Effect Relations between Aircraft and Road Traffic Noise Exposure at School and Reading Comprehension. American Journal of Epidemiology, 163(1), 27–37. https://doi.org/10.1093/aje/kwj001
  15. Dunn, H. S. (2013). Information Literacy and the Digital Divide (pp. 20–38). igi global. https://doi.org/10.4018/978-1-4666-1852-7.ch002
  16. Eliaumra, E., Gala, I. N., Rurua, S. F., & Samaela, D. P. (2024). Development of Digital Literacy-Based Project Based Learning Assessment Models to Improve High School Students’ Creative Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 10(2), 572–582. https://doi.org/10.29303/jppipa.v10i2.6211
  17. Haoning Mah, G., Hu, X., & Yang, W. (2020). Digital technology use and early reading abilities among bilingual children in Singapore. Policy Futures in Education, 19(2), 242–258. https://doi.org/10.1177/1478210320980575
  18. Hikmawati, V. Y., & Ningsih, Y. S. (2020). Blended-problem based learning: critical thinking skills and information literacy in cell learning. JURNAL BIOEDUKATIKA, 8(2), 122. https://doi.org/10.26555/bioedukatika.v8i2.14315
  19. Huang, Q., & Xia, S. (2024). Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos. Journal of English for Academic Purposes, 71, 101429. https://doi.org/10.1016/j.jeap.2024.101429
  20. Indah, R. N., Afifi, N., Toyyibah, T., & Budhiningrum, A. S. (2022). The Research Competence, Critical Thinking Skills and Digital Literacy of Indonesian EFL Students. Journal of Language Teaching and Research, 13(2), 315–324. https://doi.org/10.17507/jltr.1302.11
  21. Israel Ebhonu, S., Ferninand Omosekejimi, A., & Arerosuoghene Dada, G. (2021). Digital Resources Management: A Panacea for Digital Information Service Delivery in Nigerian Academic Libraries. Regional Journal of Information and Knowledge Management, 6(1), 42–59. https://doi.org/10.70759/etg0f011
  22. Kafid, N., Hanif, A., Zulkifli, Z., & Zamhari, A. (2021). Islamism, Muslim Millennials, and Local Political Contestation in Indonesia. DINIKA : Academic Journal of Islamic Studies, 6(2), 195–212. https://doi.org/10.22515/dinika.v6i2.4844
  23. Kannan, S. (2014). A Study on the Utilization of Digital Information Sources in Asmara (Eritrea). ScieXplore: International Journal of Research in Science, 1(1), 51. https://doi.org/10.15613/sijrs/2014/v1i1/54385
  24. Khalid, A., & Janjua, F. (2024). Broadening Perspectives and Possibilities: Learners’ Pathways to Digital Multimodal Composition (DMC) in ESL Context. Sindh Journal of Linguistics, 3(1), 1–19. https://doi.org/10.58921/sjl.v3i1.62
  25. Kim, M., Ogawa, M., & Lavonen, J. (2009). Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea. EURASIA Journal of Mathematics, Science and Technology Education, 5(4). https://doi.org/10.12973/ejmste/75288
  26. Lee, M., & Kang, I. (2024). Effects of flipped learning methodology utilising digital literacy on the critical thinking abilities and self-directed learning of South Korean nursing students: A quasi-experimental study. springer science business media llc. https://doi.org/10.21203/rs.3.rs-4845691/v1
  27. Lei, Y., Meng, X., Huang, X., Li, J., Jiang, Y., Yu, Y., & Literat, I. (2024). Short videos, big impact: How Chinese youth perceive and engage with news on short video platforms. Global Media and China. https://doi.org/10.1177/20594364241298055
  28. Lim, H. J., & Jung, H. (2019). Factors related to digital reading achievement: A multi-level analysis using international large scale data. Computers & Education, 133(1), 82–93. https://doi.org/10.1016/j.compedu.2019.01.007
  29. Mäkinen, M. (2012). Towards community oriented curriculum in Finnish literacy education. European Journal of Teacher Education, 36(1), 97–112. https://doi.org/10.1080/02619768.2012.696193
  30. Mangvwat, S. E., & Meshak, V. J. (2022). Enhancing Literacy Development in Nigeria through Reading and Writing Skills Development. Journal of Education and Practice, 6(1), 48–59. https://doi.org/10.47941/jep.865
  31. Maran, A., & Raj, J. M. (2024). Memory Retention and Cultural Resonance: Exploring the Impact of Ephemeral Digital Narratives. Studies in Media and Communication, 12(3), 277. https://doi.org/10.11114/smc.v12i3.6912
  32. Margaretta, I. S., Rohmah, Z., & Degeng, P. D. D. (2024). Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Journal of Foreign Language Teaching and Learning, 9(2), 222–241. https://doi.org/10.18196/ftl.v9i2.22553
  33. Mariane, I., Sariningsih, Y., Azis, H. A., & Buanawaty, R. A. (2023). Improving Digital Literacy Skills for Youth Karang Taruna, Cigadung Village, Cibeunying Kaler District, Bandung City. KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT, 5(1), 91–99. https://doi.org/10.30656/ka.v5i1.5301
  34. Matthews, B. (2021). Digital Literacy in UK Health Education: What Can Be Learnt from International Research? Contemporary Educational Technology, 13(4), ep317. https://doi.org/10.30935/cedtech/11072
  35. Mawardi, K., & Sartika, E. (2023). Literacy Activities at Islamic Boarding Schools in Banyumas Regency in the Perspective of Gordon Wells. International Journal of Social Science and Religion (IJSSR), 41–60. https://doi.org/10.53639/ijssr.v4i1.136
  36. Meier, Y., & Krämer, N. C. (2024). Differences in access to privacy information can partly explain digital inequalities in privacy literacy and self-efficacy. Behaviour & Information Technology, ahead-of-print(ahead-of-print), 1–16. https://doi.org/10.1080/0144929x.2024.2349183
  37. Muttaqin, M., Raharja, R., & Andreansyah, A. (2024). Kurangnya Minat Baca Anak Generasi Alpha Di Era Perkembangan Teknologi. Prosiding Seminar Nasional Ilmu Pendidikan, 1(1), 25–31. https://doi.org/10.62951/prosemnasipi.v1i1.4
  38. Nabilah, S. H. (2024). Multicultural Literacy Development Strategy in Basic Education Curriculum in Indonesia. Jurnal Ar Ro’is Mandalika (Armada), 1(2), 81–87. https://doi.org/10.59613/armada.v1i2.2847
  39. Nasihah, F., & Tabroni, I. (2022). Fostering Literacy Culture through Reading and Writing Movement. Jurnal Pengabdian Masyarakat Bestari, 1(8), 779–792. https://doi.org/10.55927/jpmb.v1i8.1817
  40. Nugroho, C., & Nasionalita, K. (2020). Digital Literacy Index of Teenagers in Indonesia. Journal Pekommas, 5(2), 215. https://doi.org/10.30818/jpkm.2020.2050210
  41. Nurul Aini, D., & Sapriya, S. (2018). Reading Culture with Medium Gelis Tree (School Literacy Movement) in Develop Students’ Civic Intelligence. International Journal of Engineering & Technology, 7(3.21), 523. https://doi.org/10.14419/ijet.v7i3.21.17227
  42. Ochonogor, C. I. (2021). Digital media revolution and information overload in Nigerian cyberspace (pp. 237–251). routledge. https://doi.org/10.4324/9781003208747-22
  43. Oliver, M. C., Romero-Ariza, M., Abril, A. M., Quesada, A., & Sorensen, P. (2019). Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education, 16(1). https://doi.org/10.29333/ejmste/109658
  44. Özcan Alp, G., & Baycan, T. (2024). Digital divide reflections on regional development disparities in Türkiye. Information Technology for Development, 30(4), 608–625. https://doi.org/10.1080/02681102.2024.2303579
  45. Pambudi, S., & Prihantoro, E. (2023). Kominfo’s Cybercreation Digital Literacy in Social Media. International Journal of Scientific Research in Science and Technology, 79–86. https://doi.org/10.32628/ijsrst5231066
  46. Pikhart, M., Bartolomé Rodríguez, R., Suñer Muñoz, F., Meunier, F., Zamborova, K., Klimova, B., Soulé, M. V., Ibarra, I., & Parmaxi, A. (2024). A Systematic Review of the Cognitive Impact of Digital Media Modalities on Reading Comprehension in L2. Investigaciones Sobre Lectura, 18(2), 56–87. https://doi.org/10.24310/isl.2.18.2023.16655
  47. Prodyanatasari, A., Marsida, R., Maharani, A., Kharisma, D. W., & Primanda, L. T. (2024). Successful School Literacy Movement through Angkringan Baca. Room of Civil Society Development, 3(4), 135–141. https://doi.org/10.59110/rcsd.358
  48. Purnanto, A. W., Hurairah, M., Pratama, F. A., Fitria, S. A., & Andini, P. (2023). Pendampingan Pemanfaatan Stiker Viral untuk Membuat Komik Guna Meningkatkan Literasi Produktif Siswa Sekolah Dasar. Jurnal Abdimas Komunikasi Dan Bahasa, 3(2), 60–66. https://doi.org/10.31294/abdikom.v3i2.2974
  49. Putri, P. A. W., Yahmin, Y., Widarti, H. R., & Rahayu, S. (2022). Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue.” Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2198. https://doi.org/10.29333/ejmste/12699
  50. Ruiza, M. J. G. (2011). OECD, Pisa and Finnish and Spanish comprehensive school. Procedia - Social and Behavioral Sciences, 15, 2858–2863. https://doi.org/10.1016/j.sbspro.2011.04.203
  51. Rustandi, R. (2022). Digital Literacy Assistance for Women at Madrasah Technology Al-Khwarizmi Pangalengan, Bandung Regency. Prosperity: Journal of Society and Empowerment, 2(2), 122–135. https://doi.org/10.21580/prosperity.2022.2.2.10906
  52. Sahlberg, P. (2018). PISA in Finland: An Education Miracle or an Obstacle to Change? Center for Educational Policy Studies Journal, 1(3), 119–140. https://doi.org/10.26529/cepsj.418
  53. Samsuddin, S. F., Bolong, J., Mohamed Shaffril, H. A., & Mohamed, N. A. (2021). Into the unknown: Do people in low literacy rate areas practise digital reading? Malaysian Journal of Library & Information Science, 26(2), 23–36. https://doi.org/10.22452/mjlis.vol26no2.2
  54. Sarpong, G., Bonsu, M. O. T., & Adu-Poku, A. (2023). Evaluating Digital Technology Access and Usage among Teachers. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 8(1), 21–38. https://doi.org/10.14421/manageria.2023.81-02
  55. Sibanda, J., & Sibanda, L. (2013). Visual Literacy Development through the Mediation of Grade 4 English Textbooks. Journal of Visual Literacy, 32(2), 39–66. https://doi.org/10.1080/23796529.2013.11674709
  56. Soomro, K. A., Bernstein, M., Curtis, R., Akcaoglu, M., & Kale, U. (2017). Development of an instrument to measure Faculty’s information and communication technology access (FICTA). Education and Information Technologies, 23(1), 253–269. https://doi.org/10.1007/s10639-017-9599-9
  57. Suherman, A., Safari, I., & Supriyadi, T. (2020). Promoting Digital Literacy Skills: An Action Research to People of Kampung Literasi. Universal Journal of Educational Research, 8(4), 1372–1386. https://doi.org/10.13189/ujer.2020.080430
  58. Suherman, A., Safari, I., & Supriyadi, T. (2020). Promoting Digital Literacy Skills: An Action Research to People of Kampung Literasi. Universal Journal of Educational Research, 8(4), 1372–1386. https://doi.org/10.13189/ujer.2020.080430
  59. Suherman, A., Safari, I., & Supriyadi, T. (2020). Promoting Digital Literacy Skills: An Action Research to People of Kampung Literasi. Universal Journal of Educational Research, 8(4), 1372–1386. https://doi.org/10.13189/ujer.2020.080430
  60. Susanti, D., Sandy, F., Muliawanti, L., & Dwihantoro, P. (2022). Social media for social movement: A social media training for Turun Tangan Organization. Community Empowerment, 7(8), 1429–1436. https://doi.org/10.31603/ce.7673
  61. Suwana, F., & Lily, L. (2017). Empowering Indonesian women through building digital media literacy. Kasetsart Journal of Social Sciences, 38(3), 212–217. https://doi.org/10.1016/j.kjss.2016.10.004
  62. Suwarjo, S., Erviana, V. Y., Wuryandani, W., Haryanto, H., Hidayah, R., & Mahfuzah, A. (2022). Digital Literacy Analysis of Elementary School Teachers on Distance Learning Instructional Process in Yogyakarta. AL-ISHLAH: Jurnal Pendidikan, 14(2), 1145–1156. https://doi.org/10.35445/alishlah.v14i2.1233
  63. Takayama, K. (2010). Politics of Externalization in Reflexive Times: Reinventing Japanese Education Reform Discourses through “Finnish PISA Success.” Comparative Education Review, 54(1), 51–75. https://doi.org/10.1086/644838
  64. Tayo, O., Thompson, E., & Thompson, R. (2015). Impact of the Digital Divide on Computer Use and Internet Access on the Poor in Nigeria. Journal of Education and Learning, 5(1), 1. https://doi.org/10.5539/jel.v5n1p1
  65. Valentia, T. R. (2023). Digital Divide and Digital Literacy During the Covid-19 Pandemic. Scriptura, 13(1), 69–78. https://doi.org/10.9744/scriptura.13.1.69-78
  66. Wirasti, M., Irawan, R., & Mulyadi, M. (2024). Digital Literacy Profile of Indonesian Educational Technology Students in the Era of Digital Transformation. Jurnal Penelitian Dan Pengembangan Pendidikan, 8(2), 410–418. https://doi.org/10.23887/jppp.v8i2.82120
  67. Yu, H. (2021). Metacognition Explains the Gender Differences in Digital Reading Performance: A Multilevel Mediation Analysis. Journal of Gender, Culture and Society, 1(1), 50–54. https://doi.org/10.32996/jgcs.2021.1.1.8
  68. Yue, A. (2022). From Digital Literacy to Digital Citizenship (pp. 181–194). routledge. https://doi.org/10.4324/9781003130628-14
  69. Zaenudin, A. (2022). Literacy in the Era of Globalization Towards Learning Society in MTsN 3 Kota Tangerang. International Journal of Social Science, 1(5), 785–790. https://doi.org/10.53625/ijss.v1i5.1215
  70. Zilka, G. C. (2019). The digital divide: implications for the eSafety of children and adolescents. International Journal of Technology Enhanced Learning, 11(1), 20. https://doi.org/10.1504/ijtel.2019.10017225

Downloads

PDF

Statistic

Abstract Views
: 1181 times
PDF
: 433 times