STRATEGI PENGEMBANGAN KOMPETENSI DIGITAL GURU DALAM IMPLEMENTASI KURIKULUM PEMBELAJARAN MENDALAM

Abstract

The transformation of 21st-century education demands teachers possess adequate digital competencies to support deep learning. This study examines strategies for developing teacher digital competencies in implementing deep learning curriculum at SMAN 1 Kuripan, Probolinggo Regency. The research employs a qualitative phenomenological approach to explore teachers' experiences and strategies in developing their digital competencies. Data were collected through in-depth interviews with nine informants consisting of the principal, vice principal, ICT coordinator, and six subject teachers. Analysis utilized the interactive model of Miles, Huberman, and Saldana, comprising data condensation, display, and conclusion drawing. Findings reveal that teachers' digital competency levels are intermediate with significant variations. Teachers employ both formal strategies such as training and workshops, and informal strategies including self-directed learning, peer learning, and participation in online learning communities. Main obstacles include limited infrastructure, short training duration, and lack of continuous mentoring. The effective strategy model encompasses a gradual approach tailored to initial competency levels, contextual learning based on real needs, continuous mentoring, and building a collaborative culture.