Electronic Theses and Dissertation

Perkembangan teknologi digital mendorong madrasah menerapkan pembelajaran berbasis digital. MTsN 2 Aceh Besar telah melaksanakannya melalui program Madrasah Digital dengan memanfaatkan platform Jelajah Ilmu dan laptop. Namun, observasi awal menunjukkan bahwa literasi digital siswa pada aspek kognitif belum berkembang optimal. Siswa mampu mengakses materi, tetapi masih terbatas dalam mengolah dan membangun pemahaman informasi secara mandiri dan kritis. Penelitian ini bertujuan menganalisis kemampuan literasi digital siswa dalam memahami pembelajaran berbasis digital di MTsN 2 Aceh Besar dengan menggunakan Model Literasi Media Kognitif James W. Potter (2004) sebagai landasan teoretis. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui wawancara semi-terstruktur, observasi non-partisipan pada beberapa sesi pembelajaran, serta dokumentasi. Informan penelitian dipilih secara purposive, terdiri atas 4 siswa kelas digital dan 2 guru sebagai informan pendukung. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa kemampuan literasi digital siswa masih berada pada tahap dasar. Meskipun siswa telah memiliki kemampuan teknis yang cukup, kemampuan kognitif dalam mengolah dan membangun pemahaman dari informasi digital masih tergolong rendah. Proses pemahaman siswa cenderung berhenti pada tahap pencocokan makna dengan penjelasan guru dan belum berkembang menuju konstruksi makna secara mandiri. Penelitian selanjutnya disarankan untuk mengkaji strategi pembelajaran yang mampu menguatkan keterlibatan kognitif siswa dalam pembelajaran berbasis digital.

Kata kunci: Literasi Digital, Pembelajaran Berbasis Digital, Literasi Media Kognitif.

The development of digital technology has encouraged madrasahs to implement digital-based learning. MTsN 2 Aceh Besar has implemented this approach through the Madrasah Digital program by utilizing the Jelajah Ilmu platform and laptops. However, initial observations indicate that students’ digital literacy, particularly in the cognitive aspect, has not developed optimally. Students are able to access learning materials, but their ability to process information and construct understanding independently and critically remains limited. This study aims to analyze students’ digital literacy skills in understanding digital-based learning at MTsN 2 Aceh Besar using James W. Potter’s Cognitive Media Literacy Model (2004) as the theoretical framework. This research employs a qualitative approach with a case study method. Data were collected through semi-structured interviews, non-participant observations during several learning sessions, and documentation. Informants were selected using purposive sampling, consisting of four students from digital classes and two teachers as supporting informants. Data analysis was conducted through data reduction, data display, and conclusion drawing and verification. The findings indicate that students’ digital literacy skills remain at a basic level. Although students possess adequate technical skills, their cognitive ability to process and construct understanding from digital information is still relatively low. Students’ comprehension processes tend to stop at the stage of matching meaning with teachers’ explanations and have not yet developed toward independent meaning construction. Future research is recommended to examine learning strategies that can strengthen students’ cognitive engagement in digital-based learning. Keywords: Digital Literacy, Digital-Based Learning, Cognitive Media Literacy, Madrasah Students.