LITERASI DIGITAL DAN KEMAMPUAN BERPIKIR KRITIS SEBAGAI KETERAMPILAN DASAR GURU MASA KINI

Abstract

Along with technological advances, teachers are also required to be actively involved as users and producers of digital content both in their capacity as individuals and as professional teachers. This demand must be addressed properly by teachers through the development of their digital literacy, but unfortunately there are still many teachers who do not understand the concept and implementation of digital literacy. Digital literacy can essentially be interpreted as the ability to find, use, create, and communicate digital content by involving critical thinking skills in every activity. This article provides an overview of digital literacy with an emphasis on the process and implementation of teachers' critical thinking in interacting with digital content using the CRAP framework. This discussion of digital literacy is based on the concept of Spires and Bartlett (2012) which divides digital literacy into 3 main parts, namely Searching, Creating, and Publishing digital content followed by critical thinking patterns in each of these sections. Good understanding and implementation of digital literacy will be able to assist teachers in carrying out their obligations as professional teachers.