Kerangka Penalaran Pedagogis Dalam Desain Alur Pembelajaran Literasi Digital di Sekolah Dasar

Abstract

This study is motivated by the tendency of digital literacy instruction in elementary schools to focus on technical skills, without explicitly developing students’ reasoning through structured learning flows. This gap indicates the absence of a conceptual framework that integrates digital literacy with pedagogical reasoning in instructional design. The study aims to formulate a pedagogical reasoning framework as a basis for designing digital literacy learning sequences in elementary education. This study employs a conceptual qualitative approach using a theory synthesis method through literature analysis, including the identification of key concepts, analysis of conceptual relationships, conceptual integration, and the formulation of a framework. The data sources consist of theoretical and conceptual literature related to digital literacy, pedagogical reasoning, and learning theories.  The findings indicate that digital literacy learning requires an explicit pedagogical reasoning framework that systematically organizes students’ reasoning development in a progressive manner. Based on the theoretical synthesis, the BUBULAN learning flow is formulated as a pedagogical reasoning framework consisting of seven integrated phases. This study contributes theoretically by modeling learning flows as representations of pedagogical reasoning and conceptualizing digital literacy as a progressive and reflective reasoning process that supports meaningful and sustainable learning.