Journal title Initials Frequency Language ISSN DOI Editor-in-Chief Publisher APC OAI Address : Jambura Journal Civic Education : Jacedu : Biannual (Mei and Novemver) : Indonesia : 2798-4818 (Online), 2808-2249(Print) : Prefix 10.37905 : Yuli Adhani : Civic Education Study Program, Universitas Negeri Gorontalo : (submission, publishing) : http://ejurnal.ung.ac.id/index.php/jacedu
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The Effect of Implementing Electronic Portfolios Using Google Sites on Students' Citizenship Skills
This study raises the issue of technology utilization by students as a support for lectures with the aim of this study is whether there is an influence of the application of electronic portfolios with the use of Google Sites on students' Citizenship Skills. This study is a study with a quantitative approach with a Survey method, due to the use of questionnaires as the main instrument in the study. This study was conducted at the Abdul Muthalib Sangadji State Islamic University, Ambon, Department of Islamic Education Management with a population of 40 students consisting of 2 classes. Based on the characteristics of the population that are considered homogeneous, the researcher used a sampling technique with a Simple Random Sampling technique by conducting randomization based on a given draw. The sample obtained was 29 students. The research variables in this study are the independent variable, namely the effect of the application of e-portfolios with the use of Google Sites and the dependent variable, namely students' citizenship skills. The analysis used by researchers to determine the effect of each variable uses a simple regression analysis technique. This analysis technique was chosen by researchers because in addition to determining the effect of the application of electronic portfolios (X) on citizenship skills (Y). The calculation results show that the calculated F value = 13.951 with a significance level of 0.000 (0.000 < 0.05), so the regression model can be used to predict the citizenship skills variable or in other words, there is an influence of the Portfolio With Google Site (X) variable on the citizenship skills variable (Y).
Copyright (c) 2026 Moh. farid Nurhadi https://creativecommons.org/licenses/by-nc/4.0
Political Education And Digital Literacy: Strategies To Counter Disinformation In Public Space
The development of the digital public sphere has intensified the spread of political disinformation, affecting the quality of democracy and the public’s informational resilience. The primary objective of this study is to formulate a political education strategy integrated with digital literacy to address disinformation in the public sphere. This research employs a descriptive qualitative approach with a case study design, utilizing in-depth interviews, participatory observation, and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings indicate that integrative-curricular, participatory-dialogic, and collaborative-digital strategies are effective in enhancing students’ ability to verify information, think critically, and develop ethical awareness as digital citizens. The integration of political education and digital literacy has proven capable of fostering digital civic immunity that is adaptive to the dynamics of digital democracy and the challenges of disinformation. Therefore, digital literacy-based political education emerges as a relevant pedagogical strategy for strengthening the quality of the democratic public sphere in the digital era.
Copyright (c) 2026 LATHIFAH SANDRA DEVI https://creativecommons.org/licenses/by-nc/4.0
Strategi Guru Pendidikan Pancasila dalam Menanamkan Nilai Pancasila melalui Pembelajaran Kontekstual di SMP Negeri 1 Paguyangan
A contextual approach to learning emphasizes the effort to connect instructional content with the realities of students’ lived experiences. Through this approach, students are encouraged to integrate the knowledge they acquire with their everyday experiences, making the learning process more relevant, meaningful, and applicable to real-life situations. This study employed a descriptive qualitative approach to explore in depth how Pancasila Education teachers implement strategies to instill Pancasila values through learning activities oriented toward real-life contexts. Data were collected through direct observation and interviews. The data were then analyzed systematically through the stages of filtering, organizing, and interpreting information to obtain a comprehensive understanding of classroom learning practices and teachers’ efforts to strengthen students’ understanding of Pancasila values. The findings indicate that teachers implement strategies for instilling Pancasila values through a comprehensive learning approach that is contextually relevant and grounded in students’ real experiences. In this process, teachers do not merely focus on students’ cognitive understanding of concepts but also integrate affective and psychomotor aspects. Consequently, learning activities contribute to the holistic development of students’ attitudes, character, and social skills. Overall, the strategies employed by Pancasila Education teachers to instill Pancasila values through contextual learning include role modeling, habituation, group work, collaboration, deliberation, and the distribution of responsibilities
Copyright (c) 2026 M Lutfi Baehaqi https://creativecommons.org/licenses/by-nc/4.0
Kepastian Hukum Sertifikat Hak Pengelolaan Atas Tanah Ulayat Adat Di Kota Sungai Penuh Jambi: Kajian Yuridis-Empiris Atas Implementasi Peraturan Menteri ATR/BPN Nomor 14 Tahun 2024
This study examines the implementation of Regulation of the Minister of Agrarian Affairs and Spatial Planning/National Land Agency (ATR/BPN) No. 14 of 2024, which strengthens the legal status of ulayat land through land registration and the issuance of Management Rights Certificates. The legal issue arises from the concerns of Indigenous communities in Sungai Penuh City regarding the potential disharmony between state land administration and the communal land tenure system of Indigenous communities (ajun arah), as well as the possibility of rights misuse. This study analyzes the certification mechanism of Management Rights, examines the legal certainty provided by the policy, and explores the perceptions of customary leaders toward its implementation. Using an empirical juridical approach through observation, interviews, and documentation, this study finds that Management Rights Certificates in Sungai Penuh City provide three dimensions of legal certainty. First, they provide certainty of status by serving as formal state recognition of ulayat land. Second, they provide certainty of control by affirming the role of customary institutions, namely Depati and Ninik Mamak, as holders of authority. Third, they provide administrative certainty through the digitalization of land data as an effort to mitigate potential disputes.The findings indicate that Management Rights have significant potential to strengthen the legality of ulayat land, provided that their implementation is based on customary consent, particularly the principle of free, prior, and informed consent, so that the existence of communal rights is not diminished. The contribution of this study lies in strengthening a model of legal protection that synergizes state law and customary law in order to preserve the socio-cultural identity of the Indigenous communities of Sungai Penuh.
Copyright (c) 2026 Ilham Abdi Prawira, Vioni Saputri https://creativecommons.org/licenses/by-nc/4.0
Awareness Of Non-PPKn Students On The Mandatory Status Of Pancasila Education And Civic Education Courses: A Study On PGSD And Dkv Students At Private Universities In Central Java
Pancasila Education and Civic Education are national compulsory courses mandated by Permendikbudristek Number 7 of 2023 to be taken by all students in higher education, without exception non-educational study programs. However, the reality in the field shows that there is a gap between policies and student awareness of these obligations. This study aims to examine the level of awareness of non-educational students towards the mandatory status of the two courses, as well as their perception of their relevance to the study program taken. The research uses a descriptive qualitative approach with open questionnaire and interview techniques. The subjects of the study were 88 students from two non-educational study programs, namely Elementary School Teacher Education (PGSD) as many as 38 students and Visual Communication Design (DKV) as many as 50 students. The results of the study show that most students do not know that Pancasila Education and Civic Education are courses required by national regulations. Furthermore, when faced with a hypothetical scenario if the course is not compulsory, the majority of students stated that they would not take it on the grounds that it has no direct relevance to their field of study. These findings indicate a fundamental problem in the socialization of curriculum policies at the institutional level, as well as a gap in students' perception of the importance of national value education in the context of higher education.
Copyright (c) 2026 Eky Risqiana, Erin Sulialfianti https://creativecommons.org/licenses/by-nc/4.0
Paradiplomasi Desa dalam Arus Globalisasi: Studi Kegiatan Sunday Morning sebagai Diplomasi Lokal Berbasis Komunitas di Desa Pengarasan, Kecamatan Bantarkawung, Kabupaten Brebes
Globalization has transformed the actors in international relations, which are no longer dominated by states as the sole primary actors. Local actors such as village governments and community groups now play a strategic role in building global interactions through social, cultural, and lifestyle practices. This article aims to analyze the Sunday Morning activity in Pengarasan Village as a form of local diplomacy within the perspective of globalization. The study employs a qualitative method using a case study approach through participatory observation and community interviews. The findings show that the Sunday Morning activity is not merely a community sports activity but also functions as an instrument of paradiplomacy, strengthening local identity while adopting global healthy lifestyle trends. These findings affirm that villages can act as non-state actors in international relations through community-based social practices.
Copyright (c) 2026 Fany Anggun Abadi https://creativecommons.org/licenses/by-nc/4.0
The Relationship between Social Comparison and Body Dissatisfaction and Its Implications for the Formation of Character Values in Early Adult Students at Bina Mandiri University Gorontalo
This study aims to examine the relationship between social comparison and body dissatisfaction and analyze its implications on the formation of character values in early adult female students at Bina Mandiri Gorontalo University. The method used is quantitative with a correlational design. The research population amounted to 306 active female students of the Department of Pharmacy, with a sample of 75 respondents taken using stratified random sampling techniques. Data were collected through a closed questionnaire of the Likert scale that had been validated and tested for reliability (Cronbach's Alpha > 0.90), then analyzed using the Spearman correlation test through SPSS 20. The results showed that the level of social comparison of female students was in the medium category (64.0%) and the body dissatisfaction level was also dominant in the medium category (73.3%). The bivariate test revealed a significant positive relationship between social comparison and body dissatisfaction with a correlation coefficient value of 0.496 and a significance level of 0.001 (p < 0.05). These findings indicate that the higher the tendency of female students to make physical comparisons digitally and socially, the higher the level of dissatisfaction with their bodies. The systematic implication of this phenomenon is the degradation of character values, which is characterized by the erosion of gratitude, integrity crises due to dependence on external validation, and a decrease in mental resilience and authentic self-acceptance. The recommendation of this study is the need for higher education institutions to integrate media literacy and virtue-based character education into the curriculum. Strengthening local wisdom values such as mohuyula (mutual respect) and dila lo o'opu (living modestly) is suggested as a counter-narrative to build the moral resilience of female students in facing the pressure of beauty standards in the digital era, so that they can refocus on developing their own identity and more meaningful academic achievements.
Copyright (c) 2026 Sitti Sulistia L. Husain, Fendi Ntobuo, Sitti Rojiyah Puhi https://creativecommons.org/licenses/by-nc/4.0
Digital Literacy and Ethics in the Concept of Global Citizenship: A Study on Social Media Use
The development of digital technology and the widespread use of social media have changed the way people communicate and participate in various issues at the global level. The concept of global citizenship now not only includes identity and responsibility within geographical boundaries but also involves digital ethics and literacy in communicating in cyberspace. This study aims to explore the role of digital literacy and ethics in shaping global citizenship awareness among social media users, and this can help reduce social conflict and increase social responsibility in global interactions. This study uses a qualitative method with descriptive data exposure with case studies of social media users in Indonesia. Data were collected through in-depth interviews and content analysis from various social media platforms (Instagram, Facebook, and TikTok). The results of the study show that the majority of social media users do not reflect adequate digital literacy and ethics in the concept of global citizenship. Of the 1,000 data analyzed, 60% of them contain negative comments that are not by the principles of digital ethics. These findings underline the importance of digital literacy and ethics knowledge in creating a more positive and responsible interaction space in the global era. This study contributes to the development of a more inclusive and ethical concept of global citizenship in the real world. The limitations of this researcher lie in direct interaction with respondents.
Copyright (c) 2026 Susi Anita Patmawati, Dewilna Helmi, Dwi Partini https://creativecommons.org/licenses/by-nc/4.0
Community as a Transformative Civic Education Curriculum in Higher Education to Strengthen Civic Engagement in the Digital Era
The crisis of civic engagement among university students in the digital era represents one of the most urgent challenges facing contemporary democratic societies. Although digital transformation has expanded channels for participation, it has also intensified apathy, polarization, slacktivism, and clicktivism among young citizens, particularly within Indonesia's post-Reformasi democratic landscape. This article examines why the current Pancasila and Citizenship Education (PKn) curriculum in higher education has not yet effectively cultivated civic engagement and proposes a community-based transformative curriculum model as a response. Using a Systematic Literature Review (SLR) guided by the PRISMA framework, this study synthesizes 68 Scopus-indexed articles published between 2023 and 2026 through thematic and content analysis. The theoretical framework integrates civic engagement theory, curriculum reconstruction theory, experiential learning, service-learning, democratic culture, and Pancasila as civic philosophy. The findings reveal five major thematic gaps: theoretical fragmentation between rational and sensibility-based engagement, insufficient digital citizenship education, weak community partnership models, limited culturally sustaining pedagogy, and inadequate assessment frameworks. The study proposes the Community-Based Civic Empowerment (CBCE) curriculum model, which positions community as a living curriculum laboratory within the Mandatory General Education (MKWK) framework. The model operationalizes Pancasila values through collaborative civic action, project-based digital citizenship, deliberative democracy practices, and multidimensional assessment. It contributes theoretically to civic education curriculum studies and practically to higher education policy for transformative democratic education.
Copyright (c) 2026 Aina Nurdiyanti, Muh Khaedir https://creativecommons.org/licenses/by-nc/4.0
Everyday Digital Citizenship among Slovak University Students: Ethics, Privacy, and Social Responsibility on Social Media
This study explores digital citizenship practices among Slovak university students in their use of social media, with particular attention to communication ethics, privacy, and social responsibility. Using a qualitative descriptive case study design, data were collected through semi-structured interviews, in-depth observation, and documentation involving three Slovak university students who actively used Instagram, YouTube, and TikTok. The data were analysed thematically through transcription, repeated reading, initial coding, theme development, and interpretive synthesis. The findings show that social media functions as an everyday space for communication, information seeking, social connection, entertainment, and learning. Participants’ digital citizenship practices were reflected in communication ethics centred on the principle of not harming others, including avoiding insults, harsh language, cyberbullying, and personal attacks. Privacy awareness was also evident through the use of private accounts, close-friends features, selective sharing of personal information, and reluctance to post images of others without consent. However, students’ social responsibility remained largely personal and protective, as they tended to ignore or block problematic accounts rather than engage in collective or corrective action. The study concludes that digital citizenship among the participants has developed at the level of interpersonal ethics, privacy protection, and self-control, but requires further strengthening in terms of active participation and collective social responsibility in digital spaces.
Copyright (c) 2026 Rendy Gobel, Martin Vaculčiak, Kristína Tučeková https://creativecommons.org/licenses/by-nc/4.0