<![CDATA[Penelitian ini bertujuan membahas bagaimana implementasi literasi etika digital dalam pembelajaran IPS di SMP Negeri 2 Toroh serta mengidentifikasi hambatan dan upaya penanganannya. Literasi etika digital penting dikembangkan agar siswa tidak hanya mampu menggunakan teknologi, tetapi juga memahami dan menerapkan nilai etis seperti menghormati hak cipta, menjaga privasi digital, dan mengendalikan informasi. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian meliputi kepala sekolah, guru IPS kelas VIII, dan siswa kelas VIII. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik, analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa literasi etika digital telah diimplementasikan dalam pembelajaran IPS melalui pemanfaatan media digital, penerapan model Project-Based Learning, serta peran guru sebagai fasilitator dan scaffolding. Siswa dibiasakan mencantumkan sumber informasi menghargai hak cipta, memilah informasi yang valid, serta berkomunikasi secara etis di ruang digital. Proses ini sejalan dengan teori konstruktivisme yang menekankan pembelajaran melalui pengalaman, interaksi sosial, dan refleksi terhadap lingkungan belajar digital. Namun, masih ditemukan hambatan berupa perbedaan tingkat pemahaman siswa, keterbatasan perangkat pendukung, serta belum meratanya pemahaman etika digital. Upaya yang dilakukan meliputi pendampingan guru secara berkelanjutan, pemberian contoh konkret, dan pembiasaan nilai etika digital dalam pembelajaran IPS. This study aims to examine the implementation of digital ethics literacy in social studies instruction at SMP Negeri 2 Toroh and to identify the challenges involved and strategies for addressing them. Digital ethics literacy is important to develop so that students are not only able to use technology, but also understand and apply ethical values such as respecting copyright, maintaining digital privacy, and controlling information. This study uses a qualitative approach with a descriptive research type. The research subjects included the principal, eighth-grade social studies teachers, and eighth-grade students. Data collection techniques were conducted through interviews, observation, and documentation. Data validity was obtained through source and technique triangulation, and data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that digital ethics literacy has been implemented in social studies learning through the use of digital media, the application of the Project-Based Learning model, and the role of teachers as facilitators and scaffolding. Students are accustomed to citing sources of information, respecting copyright, sorting valid information, and communicating ethically in digital spaces. This process is in line with constructivism theory, which emphasizes learning through experience, social interaction, and reflection on the digital learning environment. However, obstacles were still found in the form of differences in students' levels of understanding, limitations in supporting devices, and uneven understanding of digital ethics. Efforts made included continuous teacher assistance, providing concrete examples, and instilling digital ethics values in social studies learning. ]]>
