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All Journal Indonesian Journal of Educational Management and Leadership
Sri Wahyuni Tanshzil
Universitas Pendidikan Indonesia, Indonesia
Education

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Character education policy fosters adolescents’ responsible online behavior through a sequential digital development pathway Imas Kurniawaty; Vini Agustiani Hadian; Sri Wahyuni Tanshzil
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 2 (2026): In Progress
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i2.2129

Abstract

Purpose – This study examined whether character education policy is associated with adolescents’ responsible online behavior directly and through the sequential roles of digital citizenship, digital well-being, self-regulation, and learning engagement.Method – A cross-sectional survey was completed by 245 senior high school students in Bandung, Indonesia, selected purposively because they regularly used digital technologies and had participated in school-based character education. The six-construct model was tested with partial least squares structural equation modeling and 5,000 bootstrap resamples.Findings – All 15 direct paths were positive and statistically significant. Character education policy showed its strongest association with digital citizenship (β = 0.661, p < 0.001). The model explained 60.1% of the variance in responsible online behavior. Four specific indirect paths and the proposed serial pathway were significant. The serial association from character education policy through digital citizenship, digital well-being, self-regulation, and learning engagement to responsible online behavior was β = 0.081 (p < 0.001).Conclusion and Implications – Responsible online behavior appears to develop through an interconnected institutional, psychological, and educational process. Schools should align character education with digital citizenship instruction, support for healthy technology use, self-regulatory practice, and engaging learning activities. Longitudinal and experimental studies are needed to test temporal ordering and causal effects
Educational leadership, political communication, and students' civic participation in the digital political era: The mediating role of digital citizenship Vini Agustiani Hadian; Imas Kurniawaty; Sri Wahyuni Tanshzil
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 2 (2026): In Progress
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i2.2252

Abstract

Purpose - This study examined whether educational leadership and political communication are associated with Indonesian secondary students’ civic participation directly and indirectly through digital citizenship. Method - A cross-sectional survey involved 262 eligible students recruited purposively from cooperating public and private secondary schools. Four constructs were measured with an 80-item questionnaire. The measurement and structural models were tested using partial least squares structural equation modeling with 5,000 bootstrap resamples. Findings - All five direct relationships were positive and significant. Political communication had the strongest direct association with digital citizenship (β = 0.587, p < 0.001), followed by digital citizenship with civic participation (β = 0.348, p < 0.001). Educational leadership and political communication were also indirectly associated with civic participation through digital citizenship (β = 0.104 and β = 0.204, respectively; both p < 0.001). The model explained 70.7% of digital citizenship and 71.9% civic participation. Conclusion and Implications - Digital citizenship connects institutional leadership and students’ political communication with meaningful civic participation. School leaders should embed information verification, ethical digital dialogue, and civic inquiry across policy, curriculum, and student activities. Longitudinal and multi-informant research is needed to test temporal ordering and reduce self-report bias.
Co-Authors Imas Kurniawaty Vini Agustiani Hadian Vini Agustiani Hadian