Management of digital literacy competence development in State Madrasah Aliyah Surakarta, Indonesia

: This study seeks to characterize digital literacy competency development management for educators and teaching staff at State Madrasah Aliyah in Surakarta. This study employs a qualitative descriptive methodology. Interviews, observations, and documentation studies were used to collect data. Data analysis techniques incorporated interactive analytical techniques, such as data collection, reduction, presentation, and conclusion. Method triangulation is implemented in data validity standards. According to the findings of this research project, there are three conclusions: First, the management of digital literacy competency development for educators and educational staff at Madrasah Aliyah Surakarta includes: (a) the implementation of planning with work meetings by formulating goals that are in line with the madrasah vision, mission, goals, and programs activity (b) organizing includes determining the madrasah digital literacy team's organizational structure, task distribution, and personnel. (c) the development of digital literacy competencies is implemented through informal programs and formal programs, such as workshops, training, seminars, and MGMP, which are designed to equip digital knowledge and skills, digital culture, digital ethics, and digital security. d) The Madrasah's head conducts internal evaluation and surveillance. Second, the supporting factors include assistance from the madrasah in the form of complete facilities, madrasah DIPA funds, and additional learning support in the form of scholarships that increase digital competence. Third, the nature of human resources (some educators are unaware of digital literacy, and participants are less enthusiastic about participating in development activities) hinders management development.

Given the importance of literacy in education, the Ministry of Education and Culture (Kemendikbud) launched the National Literacy Movement (Gerakan Literasi Nasional) program in schools in 2015 by issuing Minister of Education and Culture Regulation (Permendikbud) Number 23 of 2015 concerning the Growth of Character which also aims to foster literacy culture in schools. One of the activities is reading non-lesson books for 15 minutes before learning activities begin to train students to have good literacy skills and to absorb and process information carefully and wisely.
Literacy continues to develop with the times until finally in this era new literacy skills emerge, which are gaining popularity rapidly, namely digital literacy (Spires et al., 2018). Digital literacy is an ability that is needed at this time, students need to master new skills, namely digital literacy (Lynch, 2017). Digital literacy is an individual's ability to find, evaluate, utilize, share, and create content using information technology and the internet (Sen, 2017). Sharma (2017) explained that in the 4.0 era, students face a wide variety of challenges. The students of today are more demanding, competitive, inquisitive, and wellinformed. In addition, Sharma explained that modern students are always "on" because their lives are inextricably linked to devices, applications, and social media. This is what distinguishes their mentality from that of primordial people. Consequently, they are referred to as digital natives.
Digital literacy is the ability to locate, evaluate, utilize, disseminate, and create content using information technology and the internet (Pilgrim & Martinez, 2013). The digital literacy movement is urgent and important, especially when learning conditions cannot be carried out face-to-face, such as during the 2019 Corona Virus Disease  pandemic. In this situation, digital literacy competencies play an important role in online learning (Rochadiani et al., 2020). Educators are required to have digital F. N. Hidayati et al., Management of digital (Nordin et al., 2013;Chai et.al. 2013).
Educators who have digital competence can search for sources of information online and use digital media as teaching aids. Educators can access, find, extract, evaluate, organize, and present digital information (Argentin et, al., 2014).
As a result of increased demand, educational theories such as heutagogy or selfdetermined learning are becoming more relevant. The heutagogical approach is closely related to online learning or distance learning in which learning that is usually carried out conventionally switches to online learning, both synchronously and asynchronously. The synchronous method is a learning method that is carried out live or in real-time, while the asynchronous method is a learning method that is carried out in a certain period indirectly.
This heutagogic approach is by the era of the industrial revolution 4.0 and Society 5.0. In the era of the industrial revolution, the order of life shifted or changed due to massive innovations. This innovation also requires the birth of a new literacy, namely digital literacy that can be utilized in living this new order of life. Digital literacy in the 4.0 era is important because it can make someone think critically, creatively, and innovatively and can solve problems, communicate more smoothly, and collaborate with more people (Kemendikbud, 2017). What's more, for society 5.0 where digitalization is the main tool in dealing with social challenges, digital literacy plays a very important role in connecting all the necessary information.
Human Resources (HR) competency development in the field of digital literacy is very important in the madrasah for the success and progress of the madrasah. Robbins & Coulter (2010) states that organizational success starts with HR, so it needs to be managed properly. That is why there is a need for HR competency development management (Marlina, 2015). Educators need to develop their digital literacy to keep up with current demands to become professional language teachers in the digital era (Kurniawati et al., 2018). Digital literacy is needed by educational staff to make all of their work easier and can be managed and utilized as best as possible (Ningsih et al., 2020). Efforts are needed to develop digital literacy competencies for educators and education staff so that they can support professional tasks in learning management. The correct management system is needed, such as optimizing managerial functions in learning services. Managerial functions in developing HR competencies include planning, organizing, directing, and controlling (Hasibuan in Kharismawan & Hidayati, 2016). And according to Kimani (2011), planning is a rational and systematic way to determine the future steps of an organization. Meanwhile, organizing relates to making decisions regarding the tasks that must be carried out by each element of an organization. Directing itself is closely related to how to lead, motivate and coordinate an organization to achieve certain goals. The last managerial function is controlling, which is defined as a way of monitoring organizational activities so that they do not conflict with the initial goals.
Based on the description above, it is important to describe the implementation of the management function in the development of digital literacy competencies for educators

B. Method
This research uses qualitative research methods, namely the study of a problem that is designed or designed without using statistical procedures. The research design uses a descriptive research design. Qualitative research is research where data is not in the form of numbers obtained from recordings, observations, interviews, or written language.
Qualitative research endeavors to comprehend a specific problem or research topic from the viewpoint of the local participants. Qualitative research is highly effective at acquiring specific information about the culture, values, opinions, and social context of a given population (Mack et al., 2005). Researchers systematically examine what people think about and why they think that way. The data that has been collected is then analyzed, interpreted, and the final step is concluded (Moleong, 2013 (Sugiyono, 2014). The technique for testing the validity of the data uses the triangulation method. Method triangulation techniques include checking the degree of trust in research findings using several data collection techniques and checking the degree of trust in several data sources using the same method (Moleong, 2013).
Data analysis techniques using qualitative analysis. The steps of qualitative data analysis according to Miles & Huberman (2012) are data collection, data reduction, data presentation, and conclusion. The process of the four components is a cycle in which the processes of data collection, data reduction, data presentation, and conclusion are a series of analytical activities sequentially and one after another.

C. Result and Discussion
Digital implementation in MAN 1 and MAN 2 Surakarta is not only in the realm of learning but also in the realm of madrasa governance. Several digital-based programs are also found in madrasah, including Computer-Based National Examination (Ujian Nasional

b. Organizing
The second stage is organizing digital literacy competencies for educators and education staff.  tasks that must be carried out by educators and educational staff who are prepared between jobs, employees or workforce, and physical factors so that cooperation can be established with one another (Marnisah, 2020).

c. Implementing
The Through this training, teachers learn how to use features in e-learning such as Google Classroom, Google Meet, Zoom, and others. These apps help with discussion, assignment/quiz creation, and grading. Through these applications, the learning process at MAN 2 Surakarta can be carried out optimally, effectively, and efficiently.
As Nasrullah (2021) argues, in providing digital literacy introduction training to educators, there are two approaches, namely the introduction to lectures and discussions about digital literacy and the training approach. This is following the opinion of Ulrich (1998), the build strategy is an investment made in employees to improve their quality for the better.

d. Evaluating
The

D. Conclusion
The management of digital literacy competency development for educators and Madrasah Aliyah education staff in Surakarta includes: (a) planning is carried out in working meetings by formulating objectives that are following the vision and mission of the madrasah, goals, and program activities; (b) organizing includes determining the organizational structure, job descriptions, and staffs of the madrasah digital literacy team; (c) implementing digital literacy competency development through two programs,