@mastersthesis{repoupi139928,
            year = {2025},
          school = {Universitas Pendidikan Indonesia},
            note = {https://scholar.google.com/citations?view\_op=list\_works\&hl=en\&user=2BmwAr0AAAAJ

Dedy Achmad Kurniady: 5993195
Nurdin: 5995286},
           title = {STRATEGI PENGEMBANGAN LITERASI DIGITAL GURU DALAM PENGELOLAAN KINERJA BERBASIS RUANG GTK
(Studi Fenomenologi di SMPN 5 BANDUNG)},
           month = {August},
          author = {Anisa Isti Yuslimah, - and Dedy Achmad Kurniady, - and Nurdin, -},
             url = {https://repository.upi.rdu/},
        keywords = {Kata kunci: literasi digital, pengelolaan kinerja guru, Ruang GTK, strategi pengembangan

Keywords: digital literacy, teacher performance management, Ruang GTK, development strategy},
        abstract = {ABSTRAK

Penelitian ini bertujuan untuk menggali pemahaman serta pengalaman guru dalam memaknai literasi digital pada pengelolaan kinerja berbasis Ruang GTK, sekaligus merumuskan strategi pengembangannya. Fokus penelitian diarahkan pada empat aspek utama literasi digital, yaitu keterampilan digital (digital skills), keamanan digital (digital safety), etika digital (digital ethics), dan budaya kerja digital (digital culture). Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologi deskriptif, dengan pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa literasi digital guru masih belum merata. Guru muda cenderung lebih terbiasa menggunakan aplikasi digital dalam pembelajaran dan kinerja, sementara sebagian guru senior menghadapi hambatan teknis, rendahnya kesadaran keamanan data, dan keterbatasan dalam etika digital. Budaya kerja digital di sekolah juga belum terbentuk karena minimnya strategi kelembagaan yang sistematis. Kebaruan dari penelitian ini terletak pada integrasi antara temuan fenomenologis dengan analisis strategi berbasis SWOT-TOWS. Dari sintesis tersebut dirumuskan strategi pengembangan literasi digital guru yang aplikatif, antara lain optimalisasi peran guru champion sebagai fasilitator, penerapan buddy system antarguru, penyelenggaraan pelatihan berkelanjutan sesuai kebutuhan, serta integrasi literasi digital dalam indikator penilaian kinerja. Penelitian ini menawarkan kontribusi konseptual dan praktis: secara teoretis memperluas kajian literasi digital dalam konteks manajemen kinerja berbasis platform, dan secara praktis memberikan peta jalan strategis yang dapat diterapkan sekolah untuk memperkuat budaya kerja digital. Outcome yang diharapkan adalah peningkatan literasi digital guru secara menyeluruh, terbentuknya budaya kerja digital adaptif, serta terciptanya sistem pengelolaan kinerja berbasis Ruang GTK yang lebih efektif dan berkelanjutan.

Kata kunci: literasi digital, pengelolaan kinerja guru, Ruang GTK, strategi pengembangan



ABSTRACT

The present study explores teachers' understanding and lived experiences in interpreting digital literacy within the framework of performance management through the Ruang GTK platform, while also formulating strategies for its development. The research concentrates on four dimensions of digital literacy: digital skills, digital safety, digital ethics, and digital culture. A qualitative approach using a descriptive phenomenological method was applied, with data gathered through in-depth interviews, field observations, and document analysis.
Findings reveal that teachers' levels of digital literacy remain uneven. Younger teachers tend to be more adept at integrating digital applications into both teaching and performance-related tasks, whereas many senior teachers face technical barriers, limited awareness of data security, and insufficient understanding of digital ethics. Moreover, a cohesive digital work culture has yet to emerge, largely due to the absence of systematic institutional strategies.
The novelty of this research lies in the integration of phenomenological insights with strategic analysis using the SWOT and TOWS frameworks. This synthesis resulted in several actionable strategies, including optimizing the role of teacher champions as facilitators, implementing a peer-based buddy system, organizing continuous need-based training, and embedding digital literacy indicators into performance evaluation. This research offers both conceptual and practical contributions: theoretically, it enriches the discourse on digital literacy in the context of platform-based performance management; practically, it provides a strategic roadmap for schools to foster an adaptive digital work culture. The expected outcome is an overall improvement in teachers' digital literacy, the establishment of an adaptive digital culture, and the creation of a more effective and sustainable performance management system through the Ruang GTK platform.

Keywords: digital literacy, teacher performance management, Ruang GTK, development strategy}
}