Electronic Theses and Dissertation

Literasi digital merupakan kompetensi esensial bagi guru abad ke-21 yang memerlukan peran strategis kepala sekolah sebagai manajer pembelajaran. penelitian ini bertujuan mendeskripsikan manajemen kepala sekolah dalam meningkatkan literasi digital guru smp di kabupaten pidie melalui empat fungsi utama: perencanaan, pelaksanaan, hambatan, dan evaluasi. pendekatan yang digunakan adalah kualitatif deskriptif dengan lokasi penelitian di smp negeri 2 sigli dan smp unggul yppu sigli. data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis secara interaktif melalui tahapan reduksi, penyajian, dan penarikan kesimpulan dengan bantuak perangkat lunak nvivo 15, serta diuji kredibilitasnya melalui triangulasi sumber dan teknik. hasil penelitian menunjukkan bahwa perencanaan literasi digital di kedua sekolah telah menjadi prioritas, tetapi masih bersifat informal dan belum terdokumentasi secara sistematis. pelaksanaan program dilakukan melalui pelatihan internal, komunitas belajar, dan pemanfaatan aplikasi pembelajaran digital dengan dukungan kepala sekolah sebagai fasilitator. hambatan utama meliputi keterbatasan kompetensi digital guru, sarana teknologi, serta kebijakan sekolah yang belum mendukung sepenuhnya. evaluasi telah dilakukan melalui supervisi dan penghargaan kinerja guru, namun belum berbasis instrumen baku. secara keseluruhan, manajemen kepala sekolah dalam meningkatkan literasi digital guru di smp kabupaten pidie telah berjalan adaptif, namun belum sistematis sehingga memerlukan penguatan perencanaan, evaluasi, dan pelatihan berkelanjutan. kata kunci: manajemen kepala sekolah; literasi digital; guru sekolah menegah pertama.

Digital literacy is an essential competence for 21st-century teachers, requiring school principals to play a strategic role as instructional leaders. This study aims to describe the principal’s role in enhancing teachers’ digital literacy in junior high schools in Pidie Regency through four main managerial functions: planning, implementation, challenges, and evaluation. A descriptive qualitative approach was employed, with the research conducted at SMPN (State Junior High School) 2 Sigli and SMP (Junior High School) Unggul YPPU Sigli. Data were collected through interviews, observations, and documentation, and analyzed interactively through the stages of data reduction, data display, and conclusion drawing, using NVivo 15. Data credibility was ensured through source and technique triangulation. The findings indicate that digital literacy planning in both schools has been prioritized; however, it remains informal and has not been systematically documented. Program implementation is carried out through internal training, learning communities, and the utilization of digital learning applications, with principals serving as facilitators. The main challenges include teachers’ limited digital competence, inadequate technological infrastructure, and school policies that have not fully supported digital transformation. Evaluation has been conducted through supervision and teacher performance appraisal; however, it has not yet been based on standardized instruments. Overall, principal management in enhancing teachers’ digital literacy in junior high schools in Pidie Regency has been adaptive but not yet systematic, indicating the need for strengthened planning, evaluation, and continuous professional development. Keywords: Principal management, digital literacy, junior high school teachers