When Teachers and Students Become Journalists: A Reflective Experience in Building a School Journalism Community

Abstract

Penyebaran hoaks di era digital telah menjadi ancaman serius bagi kualitas informasi sekaligus kesehatan mental siswa di Indonesia, sehingga menjadi salah satu pemicu kecemasan dan kepanikan. Oleh karena itu, perlu dilaksanakan kegiatan pengabdian dengan tujuan membekali guru-guru MGMP Bahasa Indonesia di Banda Aceh untuk membentuk komunitas dan platform jurnalisme muda berbasis literasi dan numerasi. Program pelatihan secara umum mencakup pengenalan isu hoaks, penguatan keterampilan menulis opini, dan pemanfaatan platform digital untuk publikasi. Data kegiatan berupa refleksi peserta mengenai pengalaman selama mengikuti pelatihan. Hasil refleksi menunjukkan bahwa guru merasa lebih percaya diri dalam membimbing siswa berpikir kritis, menyadari pentingnya integrasi numerasi sederhana dalam penulisan, dan terdapat potensi kolaborasi dalam membangun komunitas jurnalisme sekolah. Dengan demikian, kegiatan ini tidak hanya meningkatkan kesadaran guru terhadap bahaya hoaks, tetapi juga menegaskan peran strategis mereka sebagai agen literasi dan numerasi dalam membangun sekolah yang tangguh terhadap dampak hoaks pada kesehatan mental siswa.
Kata Kunci Hoaks, literasi digital, numeras, jurnalisme sekolah, refleksi peserta

Abstract

The spread of hoaxes in the digital era has become a serious threat to both the quality of information and students’ mental health in Indonesia, triggering anxiety and panic. Therefore, a community service program was carried out with the aim of equipping Indonesian Language MGMP teachers in Banda Aceh to establish a community and youth journalism platform based on literacy and numeracy. The training program generally covered the introduction of hoax-related issues, the strengthening of opinion-writing skills, and the use of digital platforms for publication. The program data consisted of participants’ reflections on their experiences during the training. The reflections indicated that teachers felt more confident in guiding students to think critically, realized the importance of integrating simple numeracy into writing, and identified potential for collaboration in building a school journalism community. Thus, this program not only enhanced teachers’ awareness of the dangers of hoaxes but also reaffirmed their strategic role as literacy and numeracy agents in fostering resilient schools against the impact of hoaxes on students’ mental health.

Keywords Hoaxes, digital literacy, numeracy, school journalism, participant reflection