<![CDATA[The rising internet penetration among students has not yet been fully matched by responsible attitudes regarding digital media usage. This qualitative study, employing a phenomenological approach, aims to describe the role of Pancasila and Civic Education (PPKn) teachers, analyze their strategies, and identify the factors that facilitate or hinder the development of responsible digital citizenship attitudes among students at SMKN 1 Jerowaru. Informants were selected purposively, comprising 24 eleventh-grade students, one PPKn teacher, and the school principal. Data were collected through non-participant observation, semi-structured interviews, and documentation; they were subsequently analyzed using the Miles, Huberman, and Saldaña model and validated through source, technique, and time triangulation. The results indicate that the PPKn teacher acts as a values educator, digital role model, digital literacy facilitator, digital ethics guide, and a figure of oversight and direction. These roles are enacted through five strategies: modeling, habituation, integrating civic values into instruction, strengthening digital literacy, and providing supervision and guidance. This attitude formation is supported by school policies, facilities and infrastructure, inter-teacher coordination, and parental involvement; however, it remains hindered by students' difficulties in distinguishing valid information from hoaxes, the influence of viral content, limited internet connectivity, and a perceptual gap between the principal and the students.]]>
