Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Smart: Journal of Multidisciplinary Educationa
Sheik Mohamed S.H
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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REIMAGINING CHARACTER EDUCATION: INTEGRATING DIGITAL VALUES LEARNING IN ELEMENTARY SCHOOLS Sheik Mohamed S.H; Sam Hermansyah
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.603

Abstract

This study aims to explore the integration of digital tools in values education to support character development among elementary school students. In response to the increasing demand for 21st-century moral competencies, this research conducts a systematic literature review focusing on strategies, challenges, and innovations in digital-based character education. Using qualitative content analysis of 22 peer-reviewed articles published between 2020 and 2025, the study identifies recurring patterns and contextual differences in the implementation of values learning across various countries. The findings highlight that approaches such as digital storytelling, gamified moral tasks, and project-based learning significantly foster student engagement, empathy, and ethical reasoning. However, key challenges remain, including inadequate teacher training, culturally irrelevant content, and limited infrastructure. The novelty of this research lies in its ecosystemic perspective, proposing a holistic framework that links pedagogy, technology, school culture, and local wisdom into one cohesive character education model. Unlike previous studies that isolate digital literacy from moral development, this research emphasizes participatory learning and student co-creation of values-based digital content. The study also introduces the concept of “contextual moral engagement,” where values are integrated into students’ daily lives through culturally grounded digital practices. In conclusion, digital integration in values education should move beyond tool-based interventions toward holistic, culture-sensitive, and participatory frameworks that empower students as moral agents in the digital age.
THE ROLE OF DIGITAL MEDIA IN DEVELOPING CIVIC LITERACY AMONG HIGH SCHOOL STUDENTS IN THE ERA OF SOCIAL TRANSFORMATION Sheik Mohamed S.H; Sam Hermansyah
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.592

Abstract

This study aims to explore the role of digital media in fostering civic literacy among high school students in the context of ongoing social transformation. As youth increasingly engage with digital platforms, this research seeks to understand how these technologies can be pedagogically leveraged to enhance students’ civic knowledge, critical thinking, and participatory skills. Employing a structured literature review as the primary method, the study systematically analyzes scholarly sources published between 2020 and 2025 to synthesize findings on the intersection of digital literacy and civic education. Results reveal that digital media—when used with intentional pedagogical design—can significantly improve civic awareness, ethical reasoning, and active engagement among students. However, disparities in access, teacher readiness, and curriculum integration remain persistent challenges. The novelty of this study lies in its integrated approach: positioning digital media not merely as a technological tool, but as a civic space that requires guided participation and critical engagement. It also contributes methodologically by offering a thematic synthesis of recent empirical findings specific to high school learners, a group often overlooked in digital citizenship discourse. The study concludes that fostering meaningful digital citizenship requires more than digital access; it demands targeted strategies that align media use with civic goals. Findings from this research are expected to inform educators, policymakers, and curriculum developers in designing inclusive and transformative civic education models suitable for 21st-century learners.
Co-Authors Sam Hermansyah