Digital Literacy Transformation in Science Learning: Teacher Adaptation in the Independent Curriculum Era

Abstract

The development of digital technology has brought significant changes to educational practices, including science learning. Teachers are required not only to deliver material but also to act as facilitators capable of utilizing digital devices, e-learning platforms, and interactive learning resources to improve learning effectiveness. The purpose of this study is to analyze the transformation of digital literacy in science learning by emphasizing teacher adaptation strategies in the Merdeka Curriculum era. This study used a literature study method by reviewing scientific articles, books, and research reports from the last five years relevant to the topic of digital literacy and science education. The analysis was conducted descriptively and qualitatively to identify patterns, challenges, and teacher adaptation strategies in integrating technology into the classroom. The results of the study indicate that teachers with high levels of digital literacy are better able to design innovative learning, increase student engagement, and support the achievement of the Pancasila learner profile. However, the study also found obstacles such as limited infrastructure, variations in teacher competencies, and resistance to pedagogical change. The conclusion of this study confirms that digital literacy transformation is an urgent need in science learning and that teacher adaptation is a key factor in the successful implementation of the Merdeka Curriculum.