Journal of Moral and Civic Education

Sinergi Tripusat Pendidikan sebagai Strategi Penguatan Karakter Ketaatan dan Kewarganegaraan di Era Disrupsi Digital

Andi Puan Maharatu, Marzuki Marzuki — Tue, 13 Jan 2026 02:49:42 +0000

Moral degradation and disobedience to rules in the era of digital disruption are the urgency of this article. This article aims to analyze the synergy mechanisms between families, schools, and communities in strengthening values education. Using a qualitative-analytical literature study method, this study examines literature related to Bronfenbrenner's Ecological Theory and Joyce Epstein's partnership model. The findings indicate that building internal compliance requires coherence between the family's authoritative parenting style, the school's hidden curriculum, and community social capital. This study concludes that revitalizing the Tripartite Education concept through collaboration is necessary to address value dissonance in students. However, the study's limitations lie in the obstacles to generalizing implementation due to parents' lack of digital literacy and teachers' pedagogical readiness. Therefore, strengthening stakeholder capacity and transforming schools as integrators of the character education ecosystem is necessary.

A Systematic Literature Review on Enhancing Democratic Participation Through Civic Skills

Tiara Ernita, Suyato Suyato — Thu, 22 Jan 2026 04:43:30 +0000

Research on civic skills has gained growing attention in recent decades, yet comprehensive syntheses of its development remain limited. Civic skills are fundamental to promoting democratic participation, social responsibility, and global citizenship. This study conducts a Systematic Literature Review (SLR) combined with bibliometric analysis to examine the evolution, trends, and thematic focus of civic skills research. Using the term “civic skills” in article titles, abstracts, and keywords within the Scopus database, 287 publications from 2004 to 2025 were analyzed. Data were processed using VOSviewer to identify major clusters, authorship networks, and citation patterns. The analysis reveals a significant increase in civic skills research after 2010, aligning with the rise of digital citizenship and global education. Four key clusters emerged: (1) civic engagement and participation, (2) critical thinking and communication, (3) digital and media literacy, and (4) civic education and curriculum development. Notably, the digital and media literacy cluster fundamentally redefines democratic participation in the 21st century transforming it from conventional civic involvement into digitally mediated, participatory, and network-based engagement. This shift highlights digital competence and ethical online behavior as essential civic skills for modern democracy. The study concludes that integrating digital literacy into civic education is vital for preparing active, critical, and responsible citizens. Future research should include multilingual databases to broaden analytical scope and generalizability.

Keywords: Civic skills, Digital literacy, Civic education, Democratic participation, Bibliometric analysis

Pendidikan Kewarganegaraan Digital sebagai Respon terhadap Cyberbullying di Indonesia

Fri, 23 Jan 2026 03:51:59 +0000

This study aims to analyze the integration and implementation of Digital Citizenship Education (DCE) in Indonesia's national curriculum as a preventive measure against the increasing cases of cyberbullying among teenagers. The study was conducted through a literature review of curriculum policy documents and relevant journal articles. The results show that cases of cyberbullying in Indonesia continue to increase, especially among young people who use social media. Although the government has strengthened regulations through revisions to the Electronic Information and Transactions Law, law enforcement has not been effective enough without the support of digital values and ethics education in schools. An analysis of the Merdeka Curriculum reveals that PKD is not yet a separate subject, but is integrated into certain subjects such as Informatics, Religious Education and Morality, and Pancasila Education, and is implemented across the curriculum. This integration is still implicit and focuses on digital literacy. Therefore, it is necessary to develop a systematic and applicable PKD learning model, emphasizing four main elements in preventing cyberbullying, namely digital communication, digital literacy, digital etiquette, and digital law. These four elements are important in shaping the character of digital citizens who are smart, ethical, and responsible.

Keywords: Digital Citizenship Education, Cyberbullying, Indonesia

Forms of Nationalism Spirit Reflected in Generation Z Students of Indonesian Senior High Schools

Adella Dianprila Putritama, Puji Hardati, Hamdan Tri Atmaja — Sun, 01 Feb 2026 01:51:10 +0000

National character is a fundamental foundation for fostering nationalism among Generation Z students who grow up in a highly digitalized and globally connected environment. Continuous exposure to global information may weaken students’ awareness of national identity if not balanced by structured character education. This study aims to describe the forms of nationalism reflected in the attitudes, behaviors, and participation of Generation Z students in Indonesian senior high schools. Using a descriptive qualitative approach, the research was conducted in a public and a private senior high school. Data were collected through observations, semi-structured interviews, and document analysis involving Grade X students as primary participants, supported by teachers, school leaders, and extracurricular advisors. The data were analyzed thematically to identify patterns and contextual differences. The findings indicate that students’ nationalism is manifested through values of unity, solidarity, responsibility, independence, and willingness to contribute to collective activities. While public schools emphasize formal and periodic programs, private schools apply more contextual and daily-based practices. Overall, both contexts demonstrate the importance of national character education in sustaining students’ nationalism amid global influences. However, this study is limited by its restricted research scope, as data were collected from only two schools, which constrains the broader generalizability of the findings. In addition, the focus on Grade 10 students does not fully capture the dynamics of nationalism across all senior high school grade levels.