Author
Bayu Rama Laksono(1
), Riki Nasrullah(2), Bonda Sisephaputra(3), Suyanti Fatma Umayfa(4), Nurul Khotimah(5), Fandi Fatoni(6), Syahid Akhmad Faisol(7), Khusnul Khotimah(8),
(1) Universitas Negeri Surabaya, Indonesia,
(2) Universitas Negeri Surabaya, Indonesia,
(3) Universitas Negeri Surabaya, Indonesia,
(4) Universitas Negeri Surabaya, Indonesia,
(5) Universitas Negeri Surabaya, Indonesia,
(6) Universitas Negeri Surabaya, Indonesia,
(7) Universitas Negeri Surabaya, Indonesia,
(8) Universitas Negeri Surabaya, Indonesia,
Corresponding Author
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Available online: 2026-10-23 | Published : 2026-10-23
Copyright (c) 2026 Bayu Rama Laksono, Riki Nasrullah, Bonda Sisephaputra, Suyanti Fatma Umayfa, Nurul Khotimah, Fandi Fatoni, Syahid Akhmad Faisol, Khusnul Khotimah
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Abstract
This community service program aimed to provide critical and ethical digital literacy education to tenth-grade students at Sekolah Indonesia Kuala Lumpur (SIKL), Malaysia, through the implementation of the THINK principles (True, Human, Identity, Necessary, and Keep Your Digital Footprint). The program was conducted on September 14, 2026, and involved 25 students using presentations and discussions. The educational materials covered four dimensions of digital literacy: critical, safe, ethical, and productive. The topics included disinformation, digital content manipulation, personal data security, online communication ethics, the use of artificial intelligence, and digital footprints. The THINK principles served as a reflective framework to help students consider the accuracy of information, the impact of their actions on others, identity protection, the necessity of sharing content, and the long-term consequences of digital activities before clicking, uploading, or sharing information. The results indicate that the educational program was implemented through structured presentations and discussions relevant to strengthening digital literacy. Integrating the four dimensions of digital literacy with the THINK principles provided an educational framework that connects critical thinking, safety, ethics, and productivity in technology use. However, the program's effectiveness in improving students' competencies cannot yet be determined because pre- and post-activity evaluation data and detailed documentation of participants' responses were not available. Therefore, future programs should incorporate case-based exercises and systematic evaluation instruments to measure students' ability to apply the THINK principles in real-world digital situations. This program is expected to serve as a practical reference for developing critical, ethical, and responsible digital literacy education in secondary school settings.
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References
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