Literasi Digital dalam Pemenuhan Asesmen Kompetensi Minimum bagi Warga Belajar Pendidikan Kesetaraan

Abstract

Abstrak

Warga belajar pendidikan kesetaraan di PKBM Widya Bhakti sebagian besar adalah anak-anak pondok pesantren Rijalul Quran. Permasalahan yang kini dihadapi adalah adanya penyelenggaraan Asesmen Kompetensi Minimum (AKM) yang diselenggarakan secara daring menggunakan komputer dan jaringan internet. Selama ini, proses pembelajaran pendidikan kesetaraan kejar paket A, B, C di PKBM Widya Bhakti menggunakan sistem luring yang belum menggunakan komputer. Belum lagi bahwa warga belajarnya sebagian besar gaptek dengan komputer. Kegiatan ini bertujuan memberikan bimbingan kepada warga belajar dalam meningkatkan kemampuan pelaksanaan AKM, dan literasi digital. Pemecahan permasalahan yang ada pada mitra pada dasarnya menggunakan pendekatan pelatihan, pembelajaran clasical, pendampingan yang dilakukan secara komprehensif dan keberlanjutan. Peserta pendampingan sangat senang dengan kegiatan yang selenggarakan. Mereka dapat belajar sambil praktik banyak terkait peningkatan literasi digital mereka. Adapun hambatannya mereka harus membuat jadwal di luar kegiatan pondok pesantren yang diijinkan oleh pengurus pondoknya serta terdapatnya pendamping dari pondok dalam mengikuti berbagai kegiatan di luar pondok.

Abstract

Most of the residents studying equality education at PKBM Widya Bhakti are children from the Rijalul Quran Islamic boarding school. The problem that is currently being faced is the implementation of the Minimum Competency Assessment (AKM) which is held online using a computer and internet network. So far, the learning process for pursuing equality education packages A, B, C at PKBM Widya Bhakti uses an offline system that does not yet use a computer. Not to mention that most of the learning residents are ignorant with computers. This activity aims to provide guidance to learning residents in improving the ability to implement AKM, and digital literacy. Solving problems that exist with partners basically uses a training approach, classical learning, mentoring that is carried out in a comprehensive and sustainable manner. The mentoring participants were very happy with the activities held. They can learn by doing a lot about improving their digital literacy. As for the obstacles, they have to make a schedule outside the activities of the Islamic boarding school which is permitted by the boarding school administrator as well as the presence of a companion from the boarding school in participating in various activities outside the boarding school.

Keywords: AKM; Digital Literacy; Equality Education