Empowering Digital Literacy through Low-Tech-First Mentoring: A Kampus Mengajar Initiative

Abstract

This study reports a Kampus Mengajar implementation at SMAN 8 Cirebon City targeting classes XIII IPS 1–3 and XII IPA 3. A sequenced method guided the work: (i) verifying contextual needs through observations, brief interviews, and baseline diagnostics; (ii) mapping teaching loads and timetables with school leaders; and (iii) aligning instruction to current cohort profiles. Teaching emphasized disciplinary literacy and numeracy via tight lesson arcs (activator–task–exit ticket–feedback), flexible grouping for remediation, and weekly co-planning with host teachers. Digital literacy advanced through a low-tech-first design with optional extensions (rotating device use; entry-level 3D workflows), while administrative streamlining—templated lesson plans, shared repositories, and hybrid archiving—reduced teacher workload. Results indicate more intentional engagement with reading-to-learn and problem-solving tasks, incremental digital habits among students and teachers, and clearer back-end processes. Constraints included compressed instructional time and uneven device access. Practical implications include protecting small-group blocks, formalizing device-sharing, scheduling micro-PD, and using lightweight parallel assessments. The model demonstrates a feasible, context-responsive pathway for strengthening foundational skills and operational capacity in resource-variable schools.