DIGITAL CITIZENSHIP IN CIVIC EDUCATION LEARNING: A SYSTEMATIC LITERATURE REVIEW Iwan Fajri, Dasim Budimansyah, Kokom Komalasari Jurnal Ilmiah Peuradeun, 2022 This paper aimed to analyze digital citizenship in civic education learning, focusing on the practice and implications of digital citizenship in civic education learning. This article provided a systematic review of 41 selected articles from the SCOPUS database of digital citizenship in civic education learning by analyzing content as a methodology for assessing the practice and implications of citizenship in civic education learning. The review identified the practice of digital citizenship in civic education learning from the dimensions of respecting, educating, and appreciating the practice of citizenship. The results of the literature review analysis revealed that the practice of digital citizenship is often used in political participation, democratic participation, citizen involvement, and being a citizen in the digital era. The implications of digital citizenship in civic education learning were still centered on materials such as politics, democracy, and citizen involvement. Another implication was that students, teachers, and curriculum are the most critical aspects of digital citizenship in the future. Some literature tries to carry out this study. Civic education is the central pillar in promoting digital citizenship in schools and the community.
Distance learning during the COVID-19 pandemic: School closure in Indonesia Budi Azhari, Iwan Fajri International Journal of Mathematical Education in Science and Technology, 2022 This study investigates the distance learning process of teachers during school closure due to COVID-19's impact. This research focuses on the introduction of distance learning, the obstacles faced...
Environmental education: A correlational study among environmental literacy, disaster knowledge, environmental sensitivity, and clean-living behavior of post tsunami disaster in aceh communities, Indonesia Rusli Yusuf, Muhammad Yunus, Maimun Maimun, Iwan Fajri Polish Journal of Environmental Studies, 2022 This research aims to determine the correlation between literacy, disaster knowledge, and environmental sensitivity towards clean living behavior of communities in disaster-prone areas. The data was collected through questionnaires and analyzed by statistical software. 385 respondents from three different regions, coastal, urban, and inland took part as respondents. The results indicated that more than half of the people have a very high attitude towards cleanliness (%) 63.10, environmental literacy 61, and environmental sensitivity 52.70. but less than half respondents 45.50% had good knowledge about disaster. Environmental education variables have marginal homogeneity between environmental literacy and disaster knowledge (49%), disaster knowledge with environmental sensitivity (28%), and environmental sensitivity with clean living behavior (23%). There are no significant differences in coastal, urban, and inland communities’ attitudes towards environmental literacy, environmental sensitivity, and disaster knowledge. However, the perspective of clean-living behavior was significantly different between the three areas. The people aged 46-65 years have a better clean-living behavior and disaster knowledge. Based on gender, the male group had a better knowledge of clean-living behavior, environmental literacy, and disaster knowledge, while the female group had a better environmental sensitivity. The research revealed that there is a common understanding of environmental literacy, environmental sensitivity, and disaster knowledge in coastal, urban, and inland communities. The *e-mail: rusliyusuf@fkip.unsyiah.ac.id DOI: 10.15244/pjoes/139327 ONLINE PUBLICATION DATE:
Disaster education in disaster-prone schools: A systematic review R Yusuf, Razali, Sanusi, Maimun, I Fajri, et al. Iop Conference Series Earth and Environmental Science, 2022 This paper aims to analyze disaster education in schools in disaster-prone areas, focusing on the resulting policies, supporting programs, and challenges in implementing disaster education in schools. The literature review in this paper is carried out systematically and analyzes the content as a methodology in investigating policies, programs, and challenges in implementing disaster education in disaster-prone schools in the Scopus database. The results of the analysis of the literature review highlight several important points related to disaster education in disaster-prone schools, namely (1) In supporting increased understanding of environmental management and resilience in dealing with disasters in disaster-prone areas, governments in various countries make policies by including environmental content in school materials and policies for environmental conservation. (2) School cooperation with the community and government institutions related to the environment becomes a program in increasing understanding of environmental management and disaster resilience. (3) The literature review also reveals that the material’s content, the approach/learning model used, and the teacher’s ability to understand the environment are challenges for implementing disaster education in disaster-prone schools. The problems in the discussion of this literature review are usable as implications for further research considerations. The findings show that disaster education in disaster-prone schools can effectively increase environmental understanding and resilience if existing policies, programs, and challenges are implemented optimally.
A comparison of student environmental literacy: Public and Islamic schools in Banda Aceh, Indonesia International Journal of Innovation Creativity and Change, 2020
