Strategic Formulation of Digital Literacy Learning in Indonesian Elementary Education: A SWOT-AHP Approach

Mohammad Bhanu Setyawan; Angga  Prasetyo; Arif Rahman  Yusuf; Abdul  Azis; Sutrisno; Aang Kisnu  Darmawan; Puput Dani Prasetyo Adi Adi; Akio  Kitagawae

doi:10.15408/jti.v19i2.50139

Authors

Mohammad Bhanu Setyawan Informatic Engineering, Universitas Muhammadiyah Ponorogo, Indonesia
Angga Prasetyo Informatic Engineering, Universitas Muhammadiyah Ponorogo, Indonesia
Arif Rahman Yusuf Informatic Engineering, Universitas Muhammadiyah Ponorogo, Indonesia
Abdul Azis Department of Primary School Teacher Education Universitas Muhammadiyah Makasar, Indonesia
Sutrisno Department of Civic Education, Universitas Muhammadiyah Ponorogo, Indonesia
Aang Kisnu Darmawan Information System , Universitas Islam Madura, Indonesia
Puput Dani Prasetyo Adi Adi National Research and Innovation Agency (BRIN), Indonesia
Akio Kitagawae Information and Communication Engineering, Kanazawa University, Japan

DOI:

https://doi.org/10.15408/jti.v19i2.50139

Keywords:

Digital Literacy, Elementary School, SWOT Analysis, AHP, Learning Strategy, Education Policy

Abstract

The implementation of digital literacy in Indonesian elementary schools is essential for 21st-century education, yet it faces persistent challenges in teacher competence, infrastructure availability, and curriculum integration. This study aims to develop prioritized digital literacy strategies for elementary schools in Indonesia based on a comprehensive analysis of internal and external factors. A sequential mixed methods approach was used. The qualitative phase involved focus group discussions and interviews with 71 educators and experts, selected through purposive sampling, to identify Strengths, Weaknesses, Opportunities, and Threats (SWOT). The quantitative phase applied the Analytical Hierarchy Process (AHP) with eight key experts to weigh the SWOT factors and the resulting alternative strategies. The SWOT analysis identified high student motivation and potential for developing 21st-century skills as key strengths; limited teacher pedagogical and technological competence and limited access to infrastructure as major weaknesses; government support and digital learning resources as main opportunities; and cybersecurity and disinformation as serious threats. The AHP results showed that Opportunities had the highest priority (weight 0.385), followed by Weaknesses (0.310). The priority strategies were: (1) improving teacher competence through continuous training (WO1, 0.350); (2) developing students' critical thinking skills (ST2, 0.330); (3) leveraging students' enthusiasm for learning innovation (SO1, 0.320); and (4) simultaneously improving teacher competence and students' digital ethics awareness (WT2, 0.300). These findings offer actionable priorities to guide national efforts in advancing digital literacy at the elementary level.

Author Biographies

Angga Prasetyo, Informatic Engineering, Universitas Muhammadiyah Ponorogo, Indonesia

Informatic Engineering²
Aang Kisnu Darmawan, Information System , Universitas Islam Madura, Indonesia

Information System ⁶

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