Abstract

Literacy, character, and competence are the three main pillars that equip students to face the challenges and changes of the modern era. This study aims to analyze the level of teacher competence in fostering literacy skills and anti-bullying character among elementary school students through the use of digital journaling applications. The research method employed was descriptive quantitative with a survey approach. Data collection was conducted by distributing questionnaires to respondents, specifically teachers at SDN 3 Ujungbatu Jepara. The questionnaire consisted of closed statements using a 1–4 Likert scale. Data analysis was performed using the Miles and Huberman analysis technique. The findings of this study reveal that, for the knowledge dimension, 87% of respondents strongly agreed and 13% agreed, indicating that most teachers perceive digital journaling applications as highly effective in enhancing teacher knowledge, particularly in cultivating anti-bullying character and literacy among students. Regarding the skills dimension, 84% of respondents strongly agreed and 16% agreed, suggesting that digital journaling applications significantly improve teachers’ skills in implementing innovative approaches in literacy and anti-bullying character education. For the attitude dimension, 88% of teachers strongly agreed and 12% agreed, demonstrating that digital journaling applications are highly successful in motivating teachers to innovate in learning processes and instill anti-bullying character traits using a more targeted approach tailored to students’ needs. These results indicate that digital journaling applications are effective tools for enhancing teacher competence in fostering literacy skills and anti-bullying character among elementary school students.