Literasi Digital sebagai Pilar Pembentukan Karakter Antihoaks di Era Post-Truth
Λέξεις-κλειδιά:
digital literacy, civics education, anti-hoaxΠερίληψη
Abstract
This study examines digital literacy as a foundational basis for cultivating anti-hoax character among university students within the context of Civic Education, with an emphasis on critical thinking, responsibility, and media ethics. A descriptive quantitative approach with survey design was employed. Data were collected online using a 5-point Likert-scale questionnaire (1–5) assessing students’ capacity to evaluate information, verify sources, distinguish facts from opinions, and exercise discernment prior to sharing digital content. The respondents comprised 28 active students enrolled in the Civic Education course; most were aged 18–25 years and had used social media for at least one year. Data analysis included descriptive statistics, Pearson correlation, and simple linear regression. The results indicate that the mean level of digital literacy was high (M = 3.94; SD = 0.48), and the mean level of anti-hoax character was also positive (M = 3.76; SD = 0.52). A significant positive relationship was found between digital literacy and anti-hoax character (r = 0.60; p < 0.01). Regression analysis further showed that digital literacy significantly predicted anti-hoax character (b = 0.55; p < 0.01), accounting for 36% of the variance (R² = 0.36). These findings underscore the urgency of strengthening digital literacy integration within Civic Education to foster critical and responsible digital citizens who are resilient against the spread of disinformation. Practically, this study highlights the importance of structured fact-checking exercises, case-based discussions, and the reinforcement of digital communication ethics within Civic Education learning activities.
Keywords: Digital literacy, Civics education, Anti-hoax
Abstrak
Penelitian ini mengkaji literasi digital sebagai fondasi pembentukan karakter anti-hoaks pada mahasiswa dalam perspektif mata kuliah Pendidikan Kewarganegaraan (PKn), dengan penekanan pada nilai berpikir kritis, tanggung jawab, dan etika bermedia. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan desain survei. Data dikumpulkan secara daring melalui kuesioner skala Likert (1–5) yang memotret kemampuan mengevaluasi informasi, verifikasi sumber, pembedaan fakta–opini, serta kecermatan sebelum membagikan konten digital. Responden berjumlah 28 mahasiswa aktif dalam mata kuliah Pendidikan kewarganegaraan, mayoritas berusia 18–25 tahun dan menggunakan media sosial minimal satu tahun. Analisis data meliputi statistik deskriptif, korelasi Pearson, dan regresi linear sederhana. Hasil menunjukkan rerata literasi digital berada pada kategori tinggi (M=3,94; SD=0,48) dan rerata karakter anti-hoaks juga positif (M=3,76; SD=0,52). Terdapat hubungan positif yang signifikan antara literasi digital dan karakter anti-hoaks (r=0,60; p<0,01). Regresi menunjukkan literasi digital berpengaruh signifikan terhadap karakter anti-hoaks (b=0,55; p<0,01) dengan kontribusi penjelasan sebesar 36% (R²=0,36). Temuan ini menegaskan urgensi penguatan literasi digital terintegrasi dalam PKn untuk membentuk warga negara digital yang kritis, bertanggung jawab, dan mampu menahan arus disinformasi. Implikasi praktis dari penelitian ini ialah perlunya latihan cek fakta, diskusi kasus, serta peneguhan etika komunikasi digital dalam perkuliahan Pendidikan Kewarganegaraan.
Kata Kunci: Literasi digital, Pendidikan Kewarganegaraan, anti-hoaks
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