The Paradox Of Digitalization Of Education From The Perspective Of Accessibility And Student Character Formation At Rawasari Elementary School, Plered District, Purwakarta Regency

Abstrak

The rapid development of digital technology has encouraged schools to integrate digital learning into educational practices. Digitalization in education offers opportunities to improve access to learning resources, learning flexibility, and students' digital literacy. However, digitalization also presents challenges related to educational accessibility and character development among students. This study aims to analyze the paradox of educational digitalization from the perspectives of accessibility and student character formation at SDN Rawasari, Kecamatan Plered, Kabupaten Purwakarta. This study employed a qualitative approach with a case study design. Data were collected through observations, interviews with school principals, teachers, students, and parents, as well as documentation studies. Data analysis was conducted using data reduction, data presentation, and conclusion drawing techniques. The findings indicate that digitalization has increased students' access to information and learning resources through various digital platforms. Nevertheless, disparities in device ownership, internet connectivity, and parental assistance remain obstacles for some students. In terms of character formation, digital technology contributes positively to developing students' independence, creativity, and technological literacy. On the other hand, excessive use of digital devices may reduce social interaction, discipline, responsibility, and learning concentration. Schools have attempted to address these challenges through digital literacy programs, character education integration, and collaboration with parents. The study concludes that educational digitalization at SDN Rawasari presents a paradoxical situation, simultaneously creating opportunities and challenges. Therefore, a balanced strategy is required to ensure that technology enhances accessibility while supporting the development of students' character.