<![CDATA[The development of the cyber ecosystem requires higher education institutions to integrate technological skills and citizenship values through Distance Learning (PJJ). This study aims to analyze the digital citizenship readiness profile of distance learning students at Universitas Islam Negeri (UIN) Siber Syekh Nurjati Cirebon in using the Damel Learning Management System (LMS). This research employs a quantitative approach with a descriptive design. The research sample consists of 138 respondents selected through purposive sampling. Data were collected via a Likert-scale questionnaire and analyzed using descriptive statistics. The results indicate that the students' digital citizenship readiness falls into a very positive category. First, students demonstrate high cognitive independence in filtering information and assembling knowledge independently. Second, the asynchronous communication environment within the Damel LMS provides psychological safety that reduces technostress levels due to its relative ease of use. Third, students consistently uphold netiquette and participate in discussion forums that have transformed into democratic spaces. Fourth, a strong formation of social capital exists among students. The background of the majority of students as educators creates a community of practice that prioritizes the principles of mutual cooperation and reciprocity. In conclusion, the digital citizenship readiness of distance learning students relies on instrumental technical mastery alongside cognitive maturity, psychological stability, and high ethical awareness. The Damel application exceeds its basic function as an LMS and successfully functions as an incubator for digital citizenship character. Future LMS development should focus on strengthening collaborative features to accommodate increasingly better democratic practices.]]>
