2 RESEARCH METHOD
The research approach used in this case study is the descriptive analytics method. Data collection techniques used books, journal articles, research studies, and other materials are related to
the impact of the development of information technology, digital citizenship, the civilization of
Indonesian citizenship, including interviews with students, teachers of civics educations, headmasters, observations, and documentations. Data was analyzed after data reduction was done, followed
by data presentation, data verification, and conclusion.
3 DISCUSSION
Digital citizenship in Indonesia discusses “internet usage and digital safety”. Globalization
demands civic education to develop civic competence involving civic knowledge, civic skills,
and civic disposition, which are multidimensional (Komalasari 2009). Technology is a catalyst of
change, making change to be revolutionary, very fast, and intense (Suryadi 2006). However, the
positive side of the world of education and knowledge, is that revolution is happening and has
double dimension that connects astonishing modern brain research with the power of information
and knowledge that can be accessed quickly and easily through information and communication
technology. Suryadi (2006) asserts that the joint revolution of the internet-computer-World Wide
Web has formed a new generation, with new values, new social styles, new cultures, and even new
economies called the digital economy.
Indonesia, with a population of 290 million people, has 51.5% of internet users, a great potential
for citizen development in the digital age. Research by Machfiroh (2016) indicated that 85% of
junior high-school students in Bandung City are mobile phone users. APJII research in 2016 showed
that 18.4% of internet users in Java Island are aged between 10–24 years old. In the United States,
the PEW research results showed that 75% of kids aged 12–17 years old have smartphones (White
2016). However, between the United States and Indonesia there are differences in security and
safety. In the United States, parents supervise their children’s mobile phone usage for 36% of the
time, but in Indonesia this supervision is still low. Currently, parents or teachers are experiencing
gadget addiction. Children who do not get enough parenting acts, due to parents who get addicted
to their digital devices, grow up with negative emotions and cannot control sadness, anxiety, or
even anger. Developed countries, such as Germany and Finland, have limited the use of mobile
phones for children.
It is in accordance with Buckingham (2000) that many children lose their childhood due to
consuming too much electronic media in the form of adult material, so that children quickly
become adults. Teenagers are already able to operate the internet and can upload content, but are
not accompanied by the ability to create their own content. Therefore, it is common for teenagers
to just “copy–paste”. Such an attitude indirectly accustoms teenagers to acts of plagiarism toward
other people’s work without mentioning sources. The characteristics of adolescents of junior highschool age are at the stage of showing their existence; they like to look for wise words/quotes
without trying to construct their own thoughts on the things being quoted. They are also lacking
the ability to cross-check data regarding information obtained on the internet. The implication is
that the information shared by teenagers on social media can become a means of spreading hoaxes
for free. To see the digital skills of adolescents, the following will explain the triangulation results
based on three data collection techniques (Table 1).
Along with this phenomenon, speaking textually in the digital era is needed. Teenagers act not
only as users but also producers (pioneers) of news useful to others, as well as making themselves
exist in social media. In this connection, the skills of adolescents as the subject of knowledge
construction need to be continuously built. Some of the skills that teenagers must-have in the digital
era include (a) operational skills, (b) formal skills, (c) information skills, (d) communication skills,
(e) strategic skills, and (f) content creation skills (Van Dijk 1999, 2012).
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The research approach used in this case study is the descriptive analytics method. Data collection techniques used books, journal articles, research studies, and other materials are related to
the impact of the development of information technology, digital citizenship, the civilization of
Indonesian citizenship, including interviews with students, teachers of civics educations, headmasters, observations, and documentations. Data was analyzed after data reduction was done, followed
by data presentation, data verification, and conclusion.
3 DISCUSSION
Digital citizenship in Indonesia discusses “internet usage and digital safety”. Globalization
demands civic education to develop civic competence involving civic knowledge, civic skills,
and civic disposition, which are multidimensional (Komalasari 2009). Technology is a catalyst of
change, making change to be revolutionary, very fast, and intense (Suryadi 2006). However, the
positive side of the world of education and knowledge, is that revolution is happening and has
double dimension that connects astonishing modern brain research with the power of information
and knowledge that can be accessed quickly and easily through information and communication
technology. Suryadi (2006) asserts that the joint revolution of the internet-computer-World Wide
Web has formed a new generation, with new values, new social styles, new cultures, and even new
economies called the digital economy.
Indonesia, with a population of 290 million people, has 51.5% of internet users, a great potential
for citizen development in the digital age. Research by Machfiroh (2016) indicated that 85% of
junior high-school students in Bandung City are mobile phone users. APJII research in 2016 showed
that 18.4% of internet users in Java Island are aged between 10–24 years old. In the United States,
the PEW research results showed that 75% of kids aged 12–17 years old have smartphones (White
2016). However, between the United States and Indonesia there are differences in security and
safety. In the United States, parents supervise their children’s mobile phone usage for 36% of the
time, but in Indonesia this supervision is still low. Currently, parents or teachers are experiencing
gadget addiction. Children who do not get enough parenting acts, due to parents who get addicted
to their digital devices, grow up with negative emotions and cannot control sadness, anxiety, or
even anger. Developed countries, such as Germany and Finland, have limited the use of mobile
phones for children.
It is in accordance with Buckingham (2000) that many children lose their childhood due to
consuming too much electronic media in the form of adult material, so that children quickly
become adults. Teenagers are already able to operate the internet and can upload content, but are
not accompanied by the ability to create their own content. Therefore, it is common for teenagers
to just “copy–paste”. Such an attitude indirectly accustoms teenagers to acts of plagiarism toward
other people’s work without mentioning sources. The characteristics of adolescents of junior highschool age are at the stage of showing their existence; they like to look for wise words/quotes
without trying to construct their own thoughts on the things being quoted. They are also lacking
the ability to cross-check data regarding information obtained on the internet. The implication is
that the information shared by teenagers on social media can become a means of spreading hoaxes
for free. To see the digital skills of adolescents, the following will explain the triangulation results
based on three data collection techniques (Table 1).
Along with this phenomenon, speaking textually in the digital era is needed. Teenagers act not
only as users but also producers (pioneers) of news useful to others, as well as making themselves
exist in social media. In this connection, the skills of adolescents as the subject of knowledge
construction need to be continuously built. Some of the skills that teenagers must-have in the digital
era include (a) operational skills, (b) formal skills, (c) information skills, (d) communication skills,
(e) strategic skills, and (f) content creation skills (Van Dijk 1999, 2012).
356