PENGELOLAAN LINGKUNGAN BELAJAR PERSONAL MAHASISWA DENGAN MENGGUNAKAN KEMAMPUAN LITERASI DIGITAL

Yuliana T.B Tacoh, Intan Julita Lumendek

Abstract


Penelitian ini bertujuan untuk mendeskripsikan bagaimana mahasiswa mengelola lingkungan belajar pribadi (PLE) mereka dan menunjukkan kemampuan literasi digital dalam pengelolaan tersebut. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah 25 mahasiswa PTIK UKSW Salatiga, yang dipilih dengan menggunakan sampel acak. Instrumen pengumpulan data menggunakan wawancara. Data dianalisis dengan: Reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa PTIK mengelola Personal Learning Environment (PLE) sesuai dengan siklus pengelolaan Personal Learning environment. Mahasiswa mengelola PLE, secara umum meliputi: Alat, Aktivitas dan Koneksi. Alat/Tools yang digunakan dalam hal pencarian sumber belajar melalui mesin pencari seperti google, chatting GPT, dan media sosial. Evaluasi, penyimpanan dan pengorganisasian sumber belajar dilakukan secara terencana dengan menggunakan berbagai platform digital seperti Google Drive. Aktivitas yang dilakukan adalah mahasiswa menggunakan berbagai strategi, untuk mencari, mengevaluasi dan menarik kesimpulan dari kegiatan yang dilakukan. Koneksi yang dilakukan adalah Kolaborasi antar teman, siswa menunjukkan inisiatif dalam menemukan konsep yang belum dipahami. Dalam mengelola ruang belajar pribadi yang terhubung dengan teknologi digital, mahasiswa melakukannya sesuai dengan keterampilan dan kemampuan literasi digital yang dibutuhkan, yaitu: (1) Keterampilan membaca visual, (2) Keterampilan reproduksi digital (kemampuan membuat materi baru). (3) Keterampilan membangun pengetahuan, (4) Keterampilan informasi, dan (5) Keterampilan sosio-emosional. Keterampilan literasi digital juga dilakukan dengan prinsip menggabungkan dimensi keterampilan teknis prosedural, kognitif, dan sosio-emosional. Hasil penelitian ini berimplikasi pada pengetahuan yang terstruktur tentang bagaimana siswa mengatur dan mengelola lingkungan belajar pribadinya. Hasil penelitian ini juga menunjukkan pentingnya membangun model PLE yang dapat dipahami dan berorientasi pada mahasiswa. Hal-hal penting yang harus diperhatikan dalam pembelajaran di Perguruan Tinggi terkait PLE: praktik pedagogis dipertimbangkan, pengembangan instruktur yang profesional dan terampil secara digital, dan bagaimana mengembangkan pembelajaran yang diatur sendiri oleh mahasiswa. Penelitian di masa depan dapat melihat secara kuantitatif hubungan antara aspek-aspek literasi digital dan PLE.

Keywords


Manajemen Lingkungan Belajar Pribadi, Keterampilan Literasi Digital, Pembelajaran yang Dipersonalisasi, Pembelajaran Kolaboratif

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DOI: https://doi.org/10.33373/dms.v14i1.7519

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