Journal of Moral and Civic Education

Exploring Factors of Adolescent Post-Pandemic Depression: A Case Study in Selangor

SITI SALMA SALMA BINTI ABDUL ABDUL RASHID — 2026-08-03

Adolescent depression in the post-COVID-19 pandemic period has emerged as a growing public health concern in Malaysia, particularly following the reopening of schools for face-to-face learning. This study aims to explore the factors contributing to adolescent depression in the post-pandemic context. A qualitative approach with a case study design was employed, involving six informants consisting of school counselors, adolescent students, and parents in Selangor. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings identified three main themes: socio-emotional crisis, family dynamics, and technological influence. In conclusion, post-pandemic adolescent depression is a multidimensional phenomenon that requires holistic interventions involving schools, families, and policymakers. This study provides important implications for policy development and counseling practices related to adolescent mental health

Immornormalcy: a Conceptual Paper on the Normalization of Immorality Among Student Populations and Its Theoretical Foundations

EMMANUEL FRIMPONG Asante — 2026-08-15

Moral decay within educational institutions is no longer a prophecy, it is an observable, measurable, and alarmingly normalized reality. Yet mainstream psychological and educational scholarship continues to treat this decay as an extension of existing constructs such as moral disengagement, normalization of deviance, or amorality, failing to recognize that a categorically distinct psychosocial phenomenon has emerged: one in which immorality is not merely practiced but actively normalized, socially rewarded, and institutionally tolerated. This paper introduces Immornormalcy as a novel psychosocial construct defined as the collective normalization, social acceptance, and perceived ordinariness of behaviors and attitudes. This kind of attitudes traditionally regarded as immoral, unethical, or deviant within a given social context, particularly among student populations. Drawing on Social Norms Theory, Moral Disengagement Theory, Normalization of Deviance, the Theory of Planned Behavior, and Social Learning Theory, this paper establishes the theoretical architecture of Immornormalcy, delineates its three core dimensions; Normalization, Social Acceptance, and Perceived Ordinariness, and advances six theoretical propositions linking Immornormalcy to student behavioral and institutional outcomes. This work contributes a new lens for understanding the moral crisis facing contemporary educational settings and provides a rigorous conceptual foundation for future scale development and empirical validation.

Pendidikan Nilai Berbasis Kewarganegaraan Digital dalam Kurikulum Pendidikan Kewarganegaraan Kontemporer

Doni Ardiansyah — 2026-08-15

This article aims to examine the development of value education based on digital citizenship within the contemporary Pancasila and Civic Education (PPKn) curriculum. This necessity arises because various issues in the digital realm, such as the spread of misinformation, cyberbullying, and poor digital ethics, impact various aspects of societal life. The article employs a literature review method with a qualitative-descriptive approach, analyzing relevant scholarly works. The findings indicate that integrating digital citizenship into PPKn instruction is crucial for addressing the challenges of the digital era. Effective strategies include the use of digital media, project-based learning, and reflective approaches that link students' digital experiences with civic values. The article concludes that reinforcing Pancasila values through digital citizenship can shape students into intelligent, critical, and responsible citizens. It recommends further research focused on an in-depth mapping of obstacles across various educational levels, as well as the development of contextual learning modules capable of bridging infrastructure and regulatory gaps.

Analisis Kebutuhan Pemahaman Multikultural Siswa melalui Apresiasi Cerpen dan Implikasinya terhadap Kesadaran Sosial

Tika Afrilla — 2026-08-29

Artikel ini menjelaskan tentang pemahaman multikultural siswa melalui apresiasi cerpen serta implikasinya terhadap kesadaran sosial. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode survei terhadap 31 siswa SMAN 1 Peranap, Indragiri Hulu, Riau yang dipilih secara purposive. Pengumpulan data dilakukan melalui angket skala Likert yang disebarkan secara daring setelah siswa membaca cerpen yang memuat representasi keberagaman budaya. Instrumen penelitian mengukur tiga aspek pemahaman multikultural, yaitu pengetahuan, sikap, dan kesadaran. Data dianalisis menggunakan statistik deskriptif melalui perhitungan skor rata-rata, persentase, dan kategorisasi data. Hasil penelitian menunjukkan bahwa pemahaman multikultural siswa berada pada kategori sedang dengan skor rata-rata sebesar 3,51 (70,2%). Aspek sikap memperoleh skor tertinggi, sedangkan aspek pengetahuan dan kesadaran masih berada pada kategori sedang. Temuan tersebut menunjukkan bahwa siswa lebih mampu menunjukkan toleransi dan empati terhadap keberagaman budaya dibandingkan memahami dan merefleksikan nilai budaya secara kritis. Penelitian ini menyimpulkan bahwa apresiasi cerpen memiliki potensi besar sebagai media pembelajaran multikultural, tetapi memerlukan strategi pembelajaran yang lebih kontekstual, reflektif, dan responsif terhadap budaya untuk memperkuat kesadaran sosial kritis siswa. Keterbatasan penelitian terletak pada jumlah responden dan penggunaan pendekatan deskriptif kuantitatif yang belum mampu menggali pengalaman reflektif siswa secara mendalam.

Teaching Factory Implementation and Students’ Entrepreneurial Motivation

Dwika Sulistia Ningrum — 2026-09-14

This study aimed to evaluate the implementation of the Teaching Factory and examine students’ entrepreneurial motivation in vocational education. A mixed-methods approach with a concurrent embedded design was employed using the Context, Input, Process, and Product (CIPP) evaluation model. Qualitative data were collected through interviews, observations, and documentation involving the school principal, Teaching Factory coordinator, teachers, and students, while quantitative data were obtained through an entrepreneurial motivation questionnaire administered to 37 students. The findings showed that the Context component was supported by the school’s vision, mission, and institutional policies. The Input component demonstrated support from teacher competencies, an industry-aligned curriculum, learning facilities, and industry partnerships, although limitations in practical equipment remained. The Process component involved a systematic work cycle comprising planning, production, quality control, marketing, and financial management. In the Product component, students’ entrepreneurial motivation reached 77.45% and was categorized as high. The integration of qualitative and quantitative findings showed that Teaching Factory provided authentic workplace-oriented learning experiences that connected vocational competencies with production and business practices. These findings suggest that Teaching Factory supports the development of students’ entrepreneurial motivation through their direct involvement in authentic work and business-related activities.