The Role of Civic Education in Cultivating Responsible Digital Communication among Elementary School Students

Abstract

This study investigates the strategic role of Civic Education in cultivating responsible digital communication among elementary school students in Indonesia through a comprehensive mixed methods approach. The research employed sequential explanatory design, combining quantitative surveys of 50 students from four elementary schools in Bandung with qualitative in-depth interviews of 15 civic education teachers and 20 parents, supplemented by participatory classroom observations. The study utilized Digital Citizenship Theory and Value-Based Learning framework to analyze the systematic integration of digital ethics into formal educational structures. Quantitative findings revealed significant variations in digital ethics awareness across multiple dimensions, with privacy consciousness achieving the highest score (M=4.5) while cybersecurity awareness recorded the lowest (M=3.2), indicating critical knowledge gaps requiring immediate pedagogical intervention. Qualitative analysis identified contextual learning approaches (80%) and simulation-based strategies (67%) as dominant pedagogical methods employed by teachers, demonstrating effective application of constructivist learning principles. The integration of cognitive, affective, and psychomotor dimensions through value-based learning demonstrated remarkable effectiveness in internalizing digital citizenship values, particularly through collaborative project methodologies and ethical scenario discussions. Collaborative supervision mechanisms between educational institutions and families created a comprehensive digital education ecosystem, with 90% of parents implementing time-based restrictions and 80% controlling content access through technological monitoring systems. Students demonstrated successful internalization of civic values in digital contexts, particularly in anti-hoax awareness, digital empathy development, and responsible information sharing practices. However, the study also identified critical structural gaps in formal curriculum frameworks and limited teacher pedagogical competencies in contemporary digital literacy instruction methodologies. These empirical findings underscore the urgent necessity for comprehensive curriculum reformation and systematic teacher professional development programs to optimize civic education's transformative potential in fostering ethical and responsible digital communication behaviors among Indonesian elementary school students.

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