Digital literacy is one of the advances in the field of education and culture such as
having the skills to manage various information, understand information and
communicate effectively. Reading literacy is the ability of students to use a
number of potentials and skills related to the reading process, namely the initial
activities in reading (pre-reading), activities during reading (during reading) and
the closing of reading activities (post-reading). Metacognitive awareness in
reading is defined as knowledge of strategies for processing reading, the ability to
monitor comprehension, and the ability to organize strategies needed to
understand reading. Therefore, researcher is interested in examining digital
literacy in reading using metacognitive strategies. Researchers conducted research
at SMKN 4 Banjarmasin and obtained data through observation, interviews and
documentation. The research was conducted in X RPL 1 ( X Rekayasa Perangkat
Lunak 1) and X RPL 2 (X Rekayasa Perangkat Lunak 2) classes and one teacher
for interview. This research used a case study as a research design and employed
data analysis theory from Miles and Huberman, which consisted of three main
steps: data reduction, data display, and conclusion drawing. The results obtained
by researchers were six stages of implementing digital literacy in the classroom,
namely: (1) Warm Up, (2) Introduction, (3) Presentation, (4) Practice, (5)
Evaluation, and (6) Application. There were five components of digital literacy
applied by teachers at SMKN 4 Banjarmasin, namely (1) Social Networking, (2)
Transliteracy, (3) Creating Content, (4) Organizing and Sharing Content, and (5)
Filtering and Selecting Content. The last finding of the strategies applied by
teachers to improve students' metacognition in reading skills focused on learning,
planning learning, and evaluation