Pre-Service Teachers’ Strategies In Implementing Digital Literacy Skill

The research investigated about pre-service teachers’ strategies of IAIN Langsa in implementing digital literacy skill at school and the challenges that faced by the pre-service teacher of IAIN Langsa in implementing digital literacy skill at school. The subject of this research was 10 Pre-Service teacher of English Department in IAIN Langsa. In this research, a qualitative design with a case study approach was used to explore pre-service teacher strategies of IAIN Langsa in implementing digital literacy skill and the challenges that faced by the pre�service teacher of IAIN Langsa in implementing digital literacy skill at school. In order to collect the data, the researcher uses interview in this research. The researcher found that strategy that used by the pre-service teacher in implementing digital literacy at school was learning by doing, incidental learning, case-based learning, learning by reflection, and learning by exploration. In implementing digital literacy at school, pre-service teachers face obstacles when implementing digital literacy in the learning process, particularly when schools lack adequate facilities and infrastructure, and when students have limited understanding of technology. Insufficient resources, such as the absence of projectors, poor internet connectivity, and a lack of personal devices, hinder the effective integration of technology in education. To overcome these challenges, it is crucial for pre�service teachers to coordinate with schools and advocate for the importance of technology in contemporary learning. By emphasizing the significance of digital literacy and its role in students' academic and future success, schools can consider providing the necessary facilities and infrastructure to support digital learning initiatives.