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All Journal CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan De Cive : Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan International Journal of Educational Narratives
Aprilianata Aprilianata
Universitas Negeri Yogyakarta
Religion Humanities Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Kewarganegaraan Digital: Etika dan Tanggung Jawab Peserta Didik dalam Pemanfaatan AI pada Mata Pelajaran PPKn di Era Cybernetic 5.0 Izza Madani; Aprilianata Aprilianata; Suratih Muhamad Karo
CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Vol 13, No 1 (2025): Maret 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/civicus.v13i1.29741

Abstract

Di era digital yang terus berkembang, integrasi teknologi Cybernetic 5.0 dan Kecerdasan Buatan (AI) telah mengubah lanskap kewarganegaraan digital, terutama bagi generasi muda. Konsep ini meliputi literasi digital, etika online, tanggung jawab sosial, serta pemahaman hak dan kewajiban di dunia maya. Pendidikan kewarganegaraan digital membekali siswa dengan pengetahuan, kesadaran moral, dan tanggung jawab sosial untuk menggunakan teknologi secara bijak dan konstruktif, sehingga dapat berpartisipasi aktif dalam masyarakat digital. Penelitian ini menggunakan metode deskriptif kualitatif dengan studi pustaka untuk menganalisis kewarganegaraan digital tepatnya berkaitan dengan etika dan tanggung jawab peserta didik dalam pemanfatan AI pada mata pelajaran PPKn di Era Cybernetic 5.0. Hasil Penelitian menunjukkan bahwa trasnformasi pembelajaran menggunakan AI menjadi langkah strategis untuk membentuk peserta didik adaptif dan kompeten. Pemanfaatan kecerdasan buatan dalam pendidikan kewarganegaraan dapat menawarkan peluang untuk meningkatkan kompetensi kewarganegaraan digital peserta didik. Pemahaman prinsip-prinsip dasarnya, seperti literasi digital, etika online, tanggung jawab sosial, serta hak dan kewajiban digital, krusial agar siswa menggunakan teknologi secara bertanggung jawab. Integrasi kewarganegaraan digital melibatkan  seluruh pemangku kebijakan dalam pendidikan PPKn untuk menciptakan lingkungan digital yang aman dan positif terhadap peserta didik. In the ever-evolving digital era, the integration of Cybernetic 5.0 technology and Artificial Intelligence (AI) has transformed the landscape of digital citizenship, especially for the younger generation.  This concept includes digital literacy, online ethics, social responsibility, as well as an understanding of rights and obligations in the digital world.  Digital citizenship education equips students with knowledge, moral awareness, and social responsibility to use technology wisely and constructively, enabling them to actively participate in the digital society.  This research uses a descriptive qualitative method with literature study to analyze digital citizenship, specifically related to the ethics and responsibilities of students in the use of AI in PPKn subjects in the Cybernetic 5.0 Era.  The research results show that the transformation of learning using AI is a strategic step to shape adaptive and competent learners.  The use of artificial intelligence in citizenship education can offer opportunities to enhance students' digital citizenship competencies.  Understanding the basic principles, such as digital literacy, online ethics, social responsibility, and digital rights and obligations, is crucial for students to use technology responsibly.  The integration of digital citizenship involves all stakeholders in civic education to create a safe and positive digital environment for students.
Two Decades of Digital Citizenship Research Trends: A Bibliometric Analysis of the Scopus Database (2004–2024) Aprilianata Aprilianata; Wisnu Mahendra; Idang Ramadhan
De Cive : Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/decive.v5i1.3032

Abstract

Over the past few decades, digital citizenship has become an increasingly important subject of academic research. A person's ability to use digital technology effectively and responsibly in their daily lives is referred to as digital citizenship. To reduce the gap in access to technology, the public must participate in responding to the development of digital technology and the revival of internet use. The purpose of this study is to identify research trends on the subject of digital citizenship. This study used 215 documents searched in the Scopus database and used bibliometric analysis techniques with RStudio and VOSviewer. From the results of the analysis, it can be concluded that this study started from 2004 to 2024, with an increase of 24.19 percent in 2024. The devices with the highest h-index are Information Technology and Education. The most productive affiliates are The Ohio State University, University of North Carolina Charlotte, Near East University, University of Muhammadiyah Surakarta, and University of Missouri. Choi M discussed research on digital citizenship with the highest total citations. The words media literacy, digital citizenship education, teachers, and professional digital competence are recommended keywords used when you want to conduct research on the topic of digital citizenship.
Local Wisdom-Based Cross-Cultural Education Model: Interfaith Tolerance and Sociocultural Resilience in the Ngadas Indeigenous Community Mifdal Zusron Alfaqi; Alfian Fawaidil Wafa; Aprilianata Aprilianata; Alice Sabrina Bin Ismail
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4110

Abstract

Background. Formal tolerance education often fails to build social cohesion, as text-based methods rarely connect with community life. Indigenous communities show natural interfaith tolerance through local wisdom, yet the literature lacks a systematic framework explaining how such traditions function as structured, informal learning models. Purpose. This study examines interfaith tolerance in the Ngadas community as a model for cross-cultural education, exploring how tolerance is transmitted and sustains cohesion in multireligious society. It develops a conceptual model of indigenous wisdom as a mechanism for sociocultural resilience. Method. Using a qualitative single-case design within a social constructivist paradigm, this study was conducted among the Ngadas community in Malang, East Java, Indonesia. Six months of fieldwork combined participant observation with semi-structured interviews involving 15 purposively selected key informants traditional leaders, religious representatives, and villagers supported by socio-cultural documentation, analyzed using Miles, Huberman, and Saldaña's (2014) interactive model. Results. Tolerance in Ngadas is cultivated through layered educational processes anchored in two local concepts: titiluri (following ancestral wisdom) and ageman (separating custom from personal belief). These values are reinforced through rituals like Kasada, Karo, and Entas-Entas, and through daily social life, producing a cross-cultural learning ecosystem in which ritual adaptation and informal spaces transform tolerance into a lived habitus, fostering interfaith trust and intergenerational value transmission. Conclusion. Indigenous wisdom offers a measurable foundation for sociocultural resilience. This study advances cross-cultural education theory by proposing a participatory learning model, showing that structural social spaces and communal involvement embed diversity values more effectively than formal classroom instruction, informing community-based approaches to national educational policy.
Co-Authors Alfian Fawaidil Wafa Alice Sabrina Bin Ismail Idang Ramadhan Izza Madani Mifdal Zusron Alfaqi Suratih Muhamad Karo Wisnu Mahendra Zhazha Lutfi Azizah