Integration of Digital Citizenship Values on Pancasila Education’s

Curriculum at Junior High School Level in Surabaya City

Harmanto

1 a

, Beti Indah Sari

, Siti Maizul Habibah

, Muhammad Abdul Ghofur

Puspita Sari Sekardani

, Binar Kurnia Prahanani

, Oksiana Jatiningsih

, Noortje Anita Kumaat

Budi Santosa

, Rianda Usmi

, Wahyudi

and Dila Lintang Harmanto Putri

Universitas Negeri Surabaya, Surabaya, East Java, Indonesia

Universitas Diponegoro, Central Java, Indonesia

Keywords: Integration of values, Digital Citizenship, Pancasila Education Curriculum, Junior High School Level.

Abstract: In recent years, digital citizenship has become a very interesting topic to study, especially those who pursue

the field of Citizenship Education. The rapid development of digital learning encourages everyone, including

students and other human resources, to be ready to face change and be ready to change. Technological devices

that are balanced with social media such as WhatsApp, TikTok, Facebook, Twitter, and others bring very

fundamental changes in communication, including increased competence in digital citizenship. The purpose

of this study is to provide an overview of PPKn teachers regarding the integration of digital citizenship values

in Pancasila Education learning materials at the junior high school level. Therefore, the research method used

in this study is quantitative descriptive with PPKn teacher respondents at the junior high school level who are

selected porposively, namely the management of the Pancasila Education MGMP in Surabaya. The data

collection process is carried out using a survey, namely through the distribution of questionnaires to

respondents. The collected data was then analyzed descriptively using the IBM SPSS version 29 application.

The results of the study show that the majority of PPKn teachers stated that they strongly agree with the

integration of the values of (1) digital ethics, (2) digital law, and (3) digital rights and responsibilities

contained in digital citizenship as a basis for students to use information technology, and the internet in various

daily activities of students.

1 INTRODUCTION

Along with the rapid development of information and

communication technology, the lives of global people

have undergone transformations in various fields,

including education, economy, social, and culture.

Digital technology not only facilitates access to

information but also creates new spaces for social

interaction and political participation, thus impacting

the way individuals interact, access information, and

participate in social and political life (Scholl, 2009).

Furthermore, the impact of technological

developments is also the cause of the emergence of

https://orcid.org/0009-0004-6149-3942

https://orcid.org/0000-0002-0259-0230

https://orcid.org/0000-0002-7454-417X

https://orcid.org/0000-0002-2422-8144

https://orcid.org/0000-0002-5973-1903

https://orcid.org/ 0009-0006-1902-9673

https://orcid.org/0009-0009-9432-7840

digital citizenship as a necessity for people to be able

to understand their rights and responsibilities in the

digital space, especially for the young generation who

grow up in the midst of technological advances (S.

Ribble & D. Bailey, 2004) Therefore, education plays

an important role in preparing the younger generation

to be able to adapt and act responsibly in the digital

world. This is reinforced by the opinion of Ribble,

(2015) which explains that digital citizenship is

closely related to values such as ethics, security,

responsibility, and the critical ability to use digital

technology for the common good. Thus, the concept

of digital citizenship emphasizes more on awareness,

Harmanto, , Sari, B. I., Habibah, S. M., Ghofur, M. A., Sekardani, P. S., Prahanani, B. K., Jatiningsih, O., Kumaat, N. A., Santosa, B., Usmi, R., Wahyudi, and Putri, D. L. H.

Integration of Digital Citizenship Values on Pancasila Education’s Curriculum at Junior High School Level in Surabaya City.

DOI: 10.5220/0013411100004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th Inter national Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 607-613

ISBN: 978-989-758-752-8

607

understanding, and mastery of digital skills that

enable individuals to participate positively, safely,

and ethically in the digital environment. This concept

has become very relevant for education in Indonesia,

especially in Civic Education which plays a role in

shaping the character of the younger generation as

active and responsible citizens (Mossberger &

Tolbert, 2021). In this case, the emergence of digital

citizenship is in line with the development of digital

learning which is increasingly adopted in the modern

education system. Digital-based learning has become

part of students' daily lives, both in academic

activities and in social activities. Through platforms

such as WhatsApp, TikTok, Facebook, and Twitter,

students have unlimited access to communicate and

obtain information. However, this convenience also

presents new challenges, such as privacy issues,

communication ethics, and the dissemination of

inaccurate information. Therefore, it is important for

students to understand the aspect of digital citizenship

as a foundation for participating in the digital space

responsibly (Howard, 2015).

In addition, Pancasila education not only focuses

on instilling the values of nationalism and patriotism

but also aims to develop critical thinking skills and

the ability to respect differences (Padilah & Dewi,

2021). However, in today's digital era, these values

need to be interpreted in a broader context, namely

through the digital context, to be relevant to the lives

of today's young generation. Thus, the integration of

digital citizenship in Pancasila Education can enrich

the curriculum and make it more relevant and

responsive to changing times (Prasadana et al., 2024;

Triyanto, 2020). This is in line with the goal of

implementing Pancasila Education in Indonesia,

which aims to form students with character and have

a strong national identity. Therefore, the subject of

Pancasila Education is one of the compulsory subjects

in schools because, in Indonesia, the subject of

Pancasila Education at the Junior High School (SMP)

level has an important role in shaping the character

and national identity of students. The values

contained in Pancasila can be the foundation for

integrating the concept of digital citizenship, which is

relevant to preparing students to face challenges in

the global era (Padilah & Dewi, 2021). In the city of

Surabaya, which is one of the cities with rapid

technological development, the need to integrate

digital citizenship values in the Pancasila Education

curriculum is becoming increasingly urgent. This is

driven by the fact that students in the digital era need

skills to actively and responsibly participate in the

digital world without forgetting national values

(Triyanto, 2020).

Although the integration of digital citizenship

values is increasingly recognized as important, its

practical implementation in school curricula still

faces various challenges. The Pancasila Education

curriculum in Indonesia still focuses on traditional

citizenship aspects, such as nationalism and

patriotism, and does not fully cover the digital

dimension that must be understood by the current

generation (Prasadana et al., 2024). In addition,

several studies show that teachers still face obstacles

in implementing digital citizenship due to the lack of

guidance and resources to support this learning

process (Mulyani et al., 2024; Prasadana et al., 2024).

Therefore, this study aims to explore how digital

citizenship values can be integrated into the Pancasila

Education curriculum at the junior high school level

in the city of Surabaya. This research is expected to

contribute to the development of a curriculum that is

responsive to the times and relevant to the needs of

the current digital generation. By integrating digital

citizenship in education, it is hoped that students will

not only have a deeper understanding of Pancasila but

also be able to apply these values in the digital

environment critically and responsibly.

2 LITERATURE REVIEW

2.1 The Concept of Digital Citizenship

In recent decades, the concept of digital citizenship

has become a major topic in education and

community discussion. Digital citizenship is a

concept that develops along with the wider

penetration of technology in daily life, so digital

citizenship refers more to responsible, ethical, and

ethical behavior in the digital space, including how a

person uses information and communication

technology to interact and participate in society

positively (Ribble, 2012). This includes an

understanding of the rights, responsibilities, and rules

that govern cyberspace, as well as ways to actively

and positively participate in it. Furthermore, Ribble

(2015) has also identified nine basic elements of

digital citizenship consisting of digital access, digital

trade, digital communication, digital literacy, digital

ethics, digital law, digital rights and obligations,

digital health, and digital security. These elements are

designed to provide guidance for individuals to access

and use technology wisely and responsibly, which are

as follows:

• Digital Access: It relates to the right of

individuals to have access to digital technology.

This includes the availability of technological

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

608

devices, internet infrastructure, and the ability to

use those devices. In Indonesia, digital access is

a big challenge, especially in remote areas that do

not have adequate infrastructure (Choi, 2016)

• Digital Communication: Involves the ability to

communicate and collaborate through digital

platforms. With the advent of social media such

as WhatsApp, Instagram, and Twitter, digital

communication has become the primary means

for students to interact. However, digital

communication also poses new challenges such

as cyberbullying and the spread of hoaxes, which

require an understanding of digital ethics.(Jones

& Mitchell, 2016)

• Etika Digital: Refers to the moral rules that

govern interactions in cyberspace. Digital ethics

teach users to respect the privacy of others, avoid

harmful actions such as cyberbullying, and

understand the boundaries of acceptable

behavior in the digital space. Digital ethics are

very important for students to understand the

importance of positive and respectful behavior in

social media.(Gleason et al., 2018)

• Digital Law: This includes rules and regulations

governing the digital world, including laws

related to copyright, privacy, and intellectual

property rights. Digital law violations such as

content piracy and copyright infringement are

often a problem among students who do not

understand the rules of the law in

cyberspace.(Ribble, 2012)

• Digital Security: Involves measures to protect

personal data and privacy. In a digital world full

of risks such as hacking and online fraud,

students need to understand how to protect their

personal information and practice good digital

security (Ribble, 2015).

2.2 The Relevance of Digital

Citizenship in Education

According to Gleason et al., (2018) Digital

citizenship education not only aims to teach technical

skills, but also to help students develop the critical

thinking and social awareness necessary to interact

responsibly in the digital world. By being taught

digital citizenship, students are expected to have a

deeper understanding of positive behaviors and social

norms that apply in cyberspace. Therefore, digital

citizenship also emphasizes a critical understanding

of technology, including the ability to identify

trustworthy content, respect copyright, and protect

the privacy of oneself and others. In other words,

digital citizenship is a social skill that helps

individuals to participate positively and safely in the

digital world (Gleason et al., 2018). The importance

of this skill is increasingly felt considering the

increasing use of the internet and social media,

especially among the younger generation. Thus,

digital citizenship education has become relevant and

essential for students to prepare them as responsible

and adaptive citizens in an increasingly digital world.

However, the process of integrating digital

citizenship in the Pancasila Education curriculum in

Indonesia is not easy, especially due to various

obstacles, such as infrastructure, teacher knowledge,

and differences in the level of digital understanding

between students. This has an impact on the digital

divide between teachers in Indonesia. This is a major

challenge in terms of the digital divide, especially

between urban and rural areas, as there are still many

schools in remote areas that do not have adequate

internet access, which causes students in those areas

to have fewer opportunities to learn digital

citizenship. This has an impact on the inequality of

digital education, where students in cities have a

greater advantage in accessing technology compared

to students in remote areas (Triyanto, 2018). In

addition to the digital divide, obstacles and challenges

in the implementation of digital citizenship in

education and curriculum are also caused by the

limited knowledge of teachers as the main

implementers of the curriculum. This is closely

related to the role of teachers in providing digital

citizenship education to students. However, there are

still many Citizenship Education teachers in

Indonesia who are not familiar with the concept of

digital citizenship. The lack of adequate training and

resources makes it difficult for teachers to teach

digital skills to students. According to Prasadana et

al., (2024), intensive training for teachers on the

concept and implementation of digital citizenship is

essential to ensure that they can teach this material

effectively.

In addition, obstacles and challenges are also

caused by socio-cultural differences, which are

caused by the fact that Indonesia has a very wide

cultural diversity, and this affects students' views on

technology and digital interaction. Some regions have

norms that may be at odds with the use of modern

technology, leading to a rejection of digital

citizenship education. In addition, in certain

environments, there is a stigma towards the use of

social media and digital technology as negative or

unnecessary (Choi & Cristol, 2021). Digital

citizenship education must adapt to the local cultural

context so that it can be accepted by the community.

In addition, one of the main obstacles and challenges

Integration of Digital Citizenship Values on Pancasila Education’s Curriculum at Junior High School Level in Surabaya City

609

in integrating digital citizenship in Pancasila

educational materials and curriculum is also seen in

the burden of the curriculum that is already quite

dense, so that many teachers feel burdened with the

demand to deliver various materials in a limited time,

so they do not have enough time to teach digital

citizenship skills. To overcome this challenge, an

integrative approach that combines digital citizenship

with other Civic Education materials can be a solution

(Mulyani et al., 2024). In addition to these various

obstacles and challenges, the application of digital

citizenship in the Pancasila curriculum and

educational materials is also able to bring positive

opportunities such as being able to increase social

awareness through social media. This is closely

related to the great potential of social media that can

be used as a means of digital citizenship education.

For example, through the utilization/use of platforms

such as Facebook, Instagram, and WhatsApp can be

used to build learning communities and discuss issues

related to digital citizenship. For example, students

can be invited to discuss digital ethics through online

discussion groups, or share information on how to

protect privacy on social media (Gleason et al., 2018).

In addition, the integration of digital citizenship

values in the educational curriculum at the junior high

school level can also be used to open up opportunities

and opportunities to collaborate with technology

companies such as Google, Microsoft, and social

media platforms can help develop relevant learning

resources and materials for digital citizenship

education.

Many technology companies provide digital

literacy and online safety programs that can be used

by schools in Indonesia. This collaboration not only

provides access to additional resources, but also helps

reduce the burden on teachers in preparing learning

materials (Jones & Mitchell, 2016). In line with this,

through the integration of digital citizenship values, it

can also be carried out and implemented through the

learning process, namely through the use of a project-

based learning approach that can be applied to teach

digital citizenship to students. In this approach,

students can be given the task of creating a project

involving digital technology, such as creating an

online campaign on digital ethics or developing a

guide on how to use social media wisely. This

approach allows students to learn directly and

actively, as well as apply their knowledge in relevant

contexts (Gleason et al., 2018)

3 RESEARCH METHODS

3.1 Research Design

This study uses a descriptive quantitative design to

provide a general overview of teachers' responses

related to the integration of digital ethical values,

digital laws, and digital rights and responsibilities

contained in digital citizenship into Pancasila

education materials through the integration of these

values in the Pancasila Education curriculum in

accordance with the relevant phases in the Pancasila

Education curriculum.

3.2 Respondent

The context in this study is the level of digital

citizenship competence owned by teachers related to

Pancasila education materials that are relevant to

digital citizenship competencies included in the

management of MGMP Pancasila Education at the

junior high school level in the city of Surabaya. The

research sample was taken from several schools in the

city of Surabaya which were selected by probability

sampling because it was possible to choose based on

a random sample that was convenient to use in the

study (Mertens, 2015). A total of 63 Pancasila

education teachers who are included in the MGMP

management were successfully collected and

involved as participants in the process of filling out

an online questionnaire developed by the researcher

in accordance with the objectives of this study.

3.3 Instrument Development

The development of the instrument in this study was

compiled and developed by researchers related to the

integration of materials in Pancasila education that

are relevant and related to digital citizenship

competencies in teachers as a parameter for

measuring skills related to knowledge and

understanding of digital citizenship that is relevant

and related to Pancasila Education materials at the

junior high school level based on the concept of nine

elements of digital citizenship from (Ribble, 2015),

which in this article only focuses on three elements of

teachers' digital citizenship competencies which

include digital ethics, digital law, and digital rights

and obligations that are relevant to the characteristics

of Pancasila Education subjects, namely Stage D

which is measured using measurement parameters

using a 4-point likert measurement scale with an

interval of 4 = strongly agree with 1 = strongly

disagree with a total of 37 items.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

610

4 RESULTS AND DISSCUSSION

4.1 Profil Respondent

Of the 63 respondents, the majority of respondents

were female teachers, namely 43 teachers (68.3%)

dominated by teachers with an age range of more than

40 years, as many as 24 teachers (38.1%) followed by

teachers with an age range between 31-35 years and

26-30 years, namely 13 teachers (17.6%) and 12

teachers (16.2%), respectively. Meanwhile, in the

aspect of teaching for a long time, there are 16

teachers (25.4%) who have taught for 6-10 years, and

there are 13 teachers (20.6%) who have taught for 11-

15 years and more than 21 years, respectively.

Meanwhile, the least number of teachers was found in

the teaching period of 3-5 years, which was as many

as 5 teachers (7.9%). The full description can be seen

in Table 1.

Table 1: Respondent Demographics.

Teacher

Characteristics

F (n=63)

Persentase

(%)

Jenis kelamin

Male 20 31,7

Female 43 68,3

≤ 25 years ol

8 12,7

26-30 years ol

9 14,3

31-35

ears ol

14 22,2

36-40

ears ol

8 12,7

≥ 41

ears ol

24 38,1

Teaching Duration

1-2 yea

10 15,9

3-5 yea

5 7,9

6-10

16 25,4

11-15 t

13 20,6

16-20

6 9,5

≥ 21 yea

13 20,6

Furthermore, in this study, it was also found that

the results of the description/general description of

the opinions of junior high school teachers regarding

the integration of digital citizenship values in the

Pancasila Education curriculum in the city of

Surabaya were also found. The distribution of

respondents' responses has been presented in full in

figures 1, 2 and 3.

Figure 1: Distribution of Respondents' Responses

Regarding Digital Ethics

Figure 2: Distribution of Respondents' Responses on

Digital Law

Figure 3: Distribution of Respondents' Responses on

Digital Citizenship Rights and Responsibility

Figures 1, 2 and 3 present the distribution of

respondents' response frequencies related to the

integration of digital citizenship values in the

Pancasila education curriculum. From the three

diagrams, it shows that both in terms of digital ethical

values, digital laws and rights and obligations in

digital citizenship, the majority of respondents stated

that they strongly agree with the integration of digital

citizenship values into the Pancasila education

curriculum. In line with this, the integration of digital

ethics values, digital law and digital ethics in learning

through the use of digital platforms that are able to

provide valuable new insights and knowledge into the

application to its users.

These platforms include social media, learning

management systems, and online forums, as well as

significant opportunities to foster the value of digital

ethics, digital law and digital ethics through guided

use, content regulation, and digital literacy programs.

In addition, the integration of digital citizenship

education values in this study is expected to be able

to explore potential strategies for educators and

policymakers, such as implementing ethical online

behavior guidelines, as well as promoting awareness

of digital law to students. This is reinforced by the

results of several research related to digital ethics,

digital law and digital responsiveness that have been

Integration of Digital Citizenship Values on Pancasila Education’s Curriculum at Junior High School Level in Surabaya City

611

carried out previously, finding that digital platforms

can support and be used in increasing the value of

digital ethics, digital law and digital responsiveness

in students.

Hollandsworth et al., (2011) argue that the

integration of digital platforms in learning, such as the

use of LMS such as google classroom or moodle as a

means to provide a forum for students to discuss, has

indirectly educated students to behave politely and

respect the opinions of other students by paying

attention to every word conveyed in online

discussions. Meanwhile, the use of other digital

platforms, such as youtube and instagram, can also be

used to strengthen student digital laws, namely

related to copyright infringement or data protection

that has been regulated in laws such as the ITE Law

in Indonesia (Livingstone & Third, 2017). In line with

the above explanation, Ribble, 2015) also explained

that online discussion forums such as Google can

provide a space for students to practice freedom of

expression in accordance with clear guidelines on

responsible content.

However, the use of digital platforms such as

social media in learning can also have a negative

impact on students if teachers are not able to make the

best use of the platform. In addition, access to the use

of the internet by students is also one of the aspects

that must be considered, in addition to students'

ability to use and utilize the internet in their various

activities. This is one of the obstacles that teachers

must pay attention to. Thus, to be able to overcome

this, various preparations are needed from teachers,

so that learning in the classroom can run optimally by

utilizing various existing digital platforms.

5 RESEARCH CONCLUSIONS

This study aims to provide an overview of the

responses of Pancasila Education teachers regarding

the integration of digital citizenship values in

Pancasila Education materials. In this study, it is

known that of the 63 PPKn teachers at the State Junior

High School (SMPN) level in the city of Surabaya,

the majority stated that they strongly agreed with the

integration of digital citizenship values into the

Pancasila Education curriculum as an effort to

prepare students to face various challenges and

obstacles that students will face in the current era of

disruption.

The integration of digital citizenship values into

the Pancasila curriculum and educational materials

also aims to be the basis for students to take advantage

of the use of technology in carrying out digital

activities. Thus, students can avoid various negative

activities that can harm themselves and others and can

be used as a provision for students in facing various

obstacles and challenges that may be faced by

students in the future. In addition, by integrating these

values in Pancasila Education materials, it is hoped

that students can be more aware and more responsible

for all actions they take in the online sphere that can

harm themselves and others.

6 COPYRIGHT FORM

For the mutual benefit and protection of Authors and

Publishers, it is necessary that Authors provide

formal written Consent to Publish and Transfer of

Consent ensures that the publisher has the Author’s

authorization to publish the Contribution.

The copyright form is located on the authors’

reserved area.

The form should be completed and signed by one

author on behalf of all the other authors.

7 CONCLUSIONS

We hope you find the information in this template

useful in the preparation of your submission.

ACKNOWLEDGEMENTS

We would like to express our sincere gratitude to the

postgraduate program of the State University of

Surabaya for providing important funding support for

the completion of this research.

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