<![CDATA[Amid the widespread dissemination of digital information, elementary school students' ability to exercise sound judgment in evaluating information and making ethical decisions remains a critical challenge that is often overlooked in conventional curricula. This study aims to map students' judgment profiles in validating information, identifying information bias, and making ethical decisions in authentic real-life contexts. Using a descriptive-exploratory design with the Many-Facet Rasch Model (MFRM), this study involved 26 sixth-grade students selected through purposive sampling. Data were collected using an essay-based Situational Judgment Test (SJT) designed to measure the dimensions of information literacy, logical bias detection, and moral reasoning. Wright Map analysis revealed an asymmetrical developmental pattern: students demonstrated strong cognitive resilience in identifying health-related hoaxes and hyperbolic advertising, yet exhibited considerable vulnerability in detecting gender bias and information manipulation in digital marketplace contexts. Furthermore, students showed ambiguity in decision-making when confronted with peer pressure. These findings suggest that students' critical judgment remains fragmented by cultural hegemony and prevailing social norms. This study highlights the need for pedagogical transformation through the integration of case-based learning that explicitly develops students' capacity to deconstruct social biases, thereby fostering the development of critical, ethical, and responsible digital citizens.]]>
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