Mudapa.my.id as User-Centered Digital Civic Communication: Website-Based Pancasila Education, Student Interest, and SDG 4 in an Indonesian Vocational School
DOI:
10.70211/ltsm.3026-7196.532Published:
2026-06-19Downloads
Abstract
Digital civic learning is increasingly important in vocational education because civic values must remain meaningful in technology-mediated learning environments. However, Pancasila Education is still often delivered through teacher-centered explanation and static materials, reducing student interest and limiting active participation. This study developed and evaluated Mudapa.my.id, a website-based learning medium for Pancasila Education at Vocational High School (SMK) Muhammadiyah 2 Pagak, Malang, Indonesia. The study employed research and development using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observation, interviews, student learning-interest questionnaires, and student response questionnaires. The platform provides role-based access for administrators, teachers, and students and includes digital materials, videos, assignments, quizzes, and LMS-supported learning activities. The findings indicate that the product was very feasible in terms of material (85.00%) and media design (86.25%), while the language dimension reached the feasible category (70.00%) after revision. Student learning interest reached 87.30%, and student response reached 91.60%, both in the very good category. These findings show that Mudapa.my.id is a feasible and well-accepted medium for inclusive, user-centered digital civic learning in vocational schools, with practical relevance for SDG 4-oriented quality education.
Keywords:
Pancasila Education Digital Civic Communication Website-Based Learning Learning Interest Human-Computer Interaction Linguistic Accessibility SDG 4References
[1] A. M. McCarthy, D. Maor, A. McConney, and C. Cavanaugh, “Digital transformation in education: Critical components for leaders of system change,” Social Sciences & Humanities Open, vol. 8, no. 1, Art. no. 100479, 2023. https://doi.org/10.1016/j.ssaho.2023.100479
[2] E. N. Purnomo, A. Imron, B. B. Wiyono, A. Y. Sobri, and Z. A. Dami, “Transformation of digital-based school culture: Implications of change management on Virtual Learning Environment integration,” Cogent Education, vol. 11, no. 1, Art. no. 2303562, 2024. https://doi.org/10.1080/2331186X.2024.2303562
[3] A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustainable Operations and Computers, vol. 3, pp. 275–285, 2022. https://doi.org/10.1016/j.susoc.2022.05.004
[4] S. Mhlongo, K. Mbatha, B. Ramatsetse, and R. Dlamini, “Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review,” Heliyon, vol. 9, no. 6, Art. no. e16348, 2023. https://doi.org/10.1016/j.heliyon.2023.e16348
[5] N. A. McIntyre, “Access to online learning: Machine learning analysis from a social justice perspective,” Education and Information Technologies, vol. 28, no. 4, pp. 3787–3832, 2023. https://doi.org/10.1007/s10639-022-11280-5
[6] M. Saini, E. Sengupta, M. Singh, H. Singh, and J. Singh, “Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm,” Education and Information Technologies, vol. 28, no. 2, pp. 2031–2069, 2023. https://doi.org/10.1007/s10639-022-11265-4
[7] Y. Wang, Z. Liu, and C. Tu, “Advancing Sustainable Development Goal 4 through a Scholarship of Teaching and Learning: The development and validation of a student-centered educational quality scale in developing countries,” Sustainability, vol. 17, no. 10, Art. no. 4369, 2025. https://doi.org/10.3390/su17104369
[8] E. Clements, “Exploring digital civics: A framework of key concepts to guide digital civics initiatives,” Philosophy & Technology, vol. 36, no. 1, Art. no. 21, 2023. https://doi.org/10.1007/s13347-023-00614-x
[9] E. Clements, “A conceptual framework for digital civics pedagogy informed by the philosophy of information,” Journal of Documentation, vol. 76, no. 2, pp. 571–585, 2020. https://doi.org/10.1108/JD-07-2019-0139
[10] Y. Zhao, J. Lu, S. Woodcock, and Y. Ren, “Social Media Web 2.0 tools adoption in language and literacy development in early years: A scoping review,” Children, vol. 9, no. 12, Art. no. 1901, 2022. https://doi.org/10.3390/children9121901
[11] M. Heitmayer and R. Schimmelpfennig, “Netiquette as digital social norms,” International Journal of Human–Computer Interaction, vol. 40, no. 13, pp. 3334–3354, 2024. https://doi.org/10.1080/10447318.2023.2188534
[12] T. L. Sandel and B. Ju, “Social media, culture, and communication,” in Oxford Research Encyclopedia of Communication. Oxford, U.K.: Oxford University Press, 2019. https://doi.org/10.1093/acrefore/9780190228613.013.758
[13] R. M. Branch, Instructional Design: The ADDIE Approach. Boston, MA, USA: Springer, 2009. https://doi.org/10.1007/978-0-387-09506-6
[14] H. Balalle, “Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review,” Social Sciences & Humanities Open, vol. 9, Art. no. 100870, 2024. https://doi.org/10.1016/j.ssaho.2024.100870
[15] L. K. Fryer, A. Shum, R. B. King, and P. Lau, “How does interest in a course interact with course learning?,” Learning and Instruction, vol. 98, Art. no. 102106, 2025. https://doi.org/10.1016/j.learninstruc.2025.102106
[16] J. M. Harackiewicz, J. L. Smith, and S. J. Priniski, “Interest matters: The importance of promoting interest in education,” Policy Insights from the Behavioral and Brain Sciences, vol. 3, no. 2, pp. 220–227, 2016. https://doi.org/10.1177/2372732216655542
[17] L.-H. Wong et al., “IDC theory: Interest and the interest loop,” Research and Practice in Technology Enhanced Learning, vol. 15, no. 1, Art. no. 3, 2020. https://doi.org/10.1186/s41039-020-0123-2
[18] Y. Li, D. Chen, and X. Deng, “The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment,” PLOS ONE, vol. 19, no. 1, Art. no. e0294350, 2024. https://doi.org/10.1371/journal.pone.0294350
[19] L.-T. Tsai and C.-C. Chang, “Relationships between high school students’ learning interest, learning motivation, and ocean literacy: A longitudinal study,” Environmental Education Research, vol. 31, no. 6, pp. 1154–1165, 2025. https://doi.org/10.1080/13504622.2024.2428923
[20] S. Fitriasari, I. S. Masyitoh, and B. Baeihaqi, “The role of Pancasila Education teachers and citizenship in strengthening character education based on Pancasila values,” in Proceedings of the Annual Civic Education Conference, 2020, pp. 534–540. https://doi.org/10.2991/assehr.k.200320.101
[21] F. D. Harjanti, Suhartono, R. Ardiansyah, and S. Suryandari, “Implementing the Pancasila Student Profile through the Merdeka Curriculum: A case study from Surabaya in advancing SDG 4,” Social Sciences & Humanities Open, vol. 13, Art. no. 102728, 2026. https://doi.org/10.1016/j.ssaho.2026.102728
[22] A. A. Agus, A. Rizal, M. Muhajir, and A. Jamalong, “From awareness to action: Rethinking high school civic education for the digital generation in Indonesia,” Cogent Education, vol. 12, no. 1, Art. no. 2534156, 2025. https://doi.org/10.1080/2331186X.2025.2534156
[23] N. Putu et al., “Analysis of digital literacy through the Quizizz application in Civic Education course,” Journal of Innovation in Educational and Cultural Research, vol. 6, no. 1, pp. 164–175, 2025. https://doi.org/10.46843/jiecr.v6i1.2103
[24] A. Goel, S. Masurkar, and G. R. Pathade, “An overview of digital transformation and environmental sustainability: Threats, opportunities, and solutions,” Sustainability, vol. 16, no. 24, Art. no. 11079, 2024. https://doi.org/10.3390/su162411079
[25] O. Pricopoaia, N. Cristache, A. Lupașc, and D. Iancu, “The implications of digital transformation and environmental innovation for sustainability,” Journal of Innovation & Knowledge, vol. 10, no. 3, Art. no. 100713, 2025. https://doi.org/10.1016/j.jik.2025.100713
[26] A. A. Atieh, A. F. Hijazin, S. M. Alshdaifat, and E. F. Hasan, “Digital transformation and technological capabilities in achieving sustainable development goals in emerging countries,” Discover Sustainability, vol. 7, no. 1, Art. no. 383, 2026. https://doi.org/10.1007/s43621-026-02739-3
[27] R. Dias, A. Oliveira, and M. Cruz, “At school with and without a computer: The importance of ICT in the school of the future,” Applied Sciences, vol. 15, no. 17, Art. no. 9309, 2025. https://doi.org/10.3390/app15179309
[28] A. M. Alfoudari, C. M. Durugbo, and F. M. Aldhmour, “Exploring quality attributes of smart classrooms from the perspectives of academics,” Education and Information Technologies, 2023. https://doi.org/10.1007/s10639-022-11452-3
[29] E. Staneviciene and G. Žekienė, “The use of multimedia in the teaching and learning process of higher education: A systematic review,” Sustainability, vol. 17, no. 19, Art. no. 8859, 2025. https://doi.org/10.3390/su17198859
[30] L. Aleksieva, V. Racheva, and R. Peytcheva-Forsyth, “Talking tech, teaching with tech: How primary teachers implement digital technologies in practice,” Informatics, vol. 12, no. 3, Art. no. 99, 2025. https://doi.org/10.3390/informatics12030099
[31] T. Hasumi and M.-S. Chiu, “Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends,” Cogent Education, vol. 11, no. 1, Art. no. 2346044, 2024. https://doi.org/10.1080/2331186X.2024.2346044
[32] J.-B. Son, N. K. Ružić, and A. Philpott, “Artificial intelligence technologies and applications for language learning and teaching,” Journal of China Computer-Assisted Language Learning, 2023. https://doi.org/10.1515/jccall-2023-0015
[33] Y. Liu, J. A. Abu Bakar, and A. B. Alwi, “Research on the influence of a new media mobile terminal on learner participation and autonomous learning ability,” International Journal of Virtual and Personal Learning Environments, vol. 14, no. 1, 2024. https://doi.org/10.4018/IJVPLE.349912
[34] A. Dou, W. Xu, and L. Xu, “Interactive learning environments,” International Journal of e-Collaboration, vol. 21, no. 1, 2025. https://doi.org/10.4018/IJeC.369815
[35] K. A. A. Gamage, D. M. S. C. P. K. Dehideniya, and S. Y. Ekanayake, “The role of personal values in learning approaches and student achievements,” Behavioral Sciences, vol. 11, no. 7, Art. no. 102, 2021. https://doi.org/10.3390/bs11070102
[36] I. Merino, A. Membrive, M. Largo, and A. Engel, “School projects with the community: Educational practices that promote connection between learning contexts and experiences,” Acta Psychologica, vol. 255, Art. no. 104893, 2025. https://doi.org/10.1016/j.actpsy.2025.104893
[37] S. Chowdhury and A. Alzarrad, “Advancing community-based education: Strategies, challenges, and future directions for scaling impact in higher education,” Trends in Higher Education, vol. 4, no. 2, Art. no. 21, 2025. https://doi.org/10.3390/higheredu4020021
[38] L. Mulero, D. Grau, J. Cunill, A. Fàbregas, and J. M. Rossell, “Promoting and prioritizing the Sustainable Development Goals in young people,” Sustainability, vol. 16, no. 24, Art. no. 10813, 2024. https://doi.org/10.3390/su162410813
[39] I. Rahmi and S. Rassanjani, “Enhancing teacher quality in Indonesia: The impact of teacher professional development on achieving sustainable development goal 4.c,” Social Sciences & Humanities Open, vol. 12, Art. no. 102123, 2025. https://doi.org/10.1016/j.ssaho.2025.102123
[40] G. M. Alam, W. Shiwei, K. Bashir, and M. Lei, “Relationships between social capital, digital literacy and students’ access to higher education and its effect on sustainable development goals,” Discover Education, vol. 5, no. 1, Art. no. 335, 2026. https://doi.org/10.1007/s44217-026-01366-4
[41] S. Mohd, A. Rais, A. Latiff, and S. Nurlaili, “Research impact assessment on Sustainable Development Goals in higher education institutions: A qualitative study,” SAGE Open, 2024. https://doi.org/10.1177/21582440241281095
[42] R. Fitas, “Inclusive education with AI: Supporting special needs and tackling language barriers,” AI and Ethics, 2025. https://doi.org/10.1007/s43681-025-00824-3
[43] A. I. Stoumpos, F. Kitsios, and M. A. Talias, “Digital transformation in healthcare: Technology acceptance and its applications,” International Journal of Environmental Research and Public Health, vol. 20, no. 4, Art. no. 3407, 2023. https://doi.org/10.3390/ijerph20043407
[44] A. Grieve, A. Rouhshad, E. Petraki, A. Bechaz, and D. W. Dai, “Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective?,” Journal of English for Academic Purposes, vol. 70, Art. no. 101379, 2024. https://doi.org/10.1016/j.jeap.2024.101379
[45] S. Hawa, Suryani, R. Susiani, E. Dauyah, and A. H. Majid, “University students’ perception toward the use of the mother tongue in the EFL classroom,” Studies in English Language and Education, vol. 8, no. 3, pp. 1094–1110, 2021. https://doi.org/10.24815/siele.v8i3.19870
[46] A. Laucuka, “Communicative functions of hashtags,” Economics and Culture, vol. 15, no. 1, pp. 56–62, 2018. https://doi.org/10.2478/jec-2018-0006
[47] Y. Liu, P. Zhang, L. Shi, and J. Gong, “A survey of information dissemination model, datasets, and insight,” Mathematics, vol. 11, no. 17, Art. no. 3707, 2023. https://doi.org/10.3390/math11173707
[48] D. O. Okocha, M. Yousaf, and M. Onobe, Eds., Handbook of Research on Deconstructing Culture and Communication in the Global South. Hershey, PA, USA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8093-9
[49] R. A. Cruz, A. R. Firestone, and M. Love, “Beyond a seat at the table: Imagining educational equity through critical inclusion,” Educational Review, vol. 76, no. 1, pp. 69–95, 2024. https://doi.org/10.1080/00131911.2023.2173726
Author Biographies
Wahit Wahyu Sugeng Prajitno, Universitas Muhammadiyah Malang
Department of Pedagogy
.png)
Kuncahyono, Universitas Muhammadiyah Malang
Department of Primary Teacher Education
Agus Tinus, Universitas Muhammadiyah Malang
Department of Primary Teacher Education
License
Copyright (c) 2026 Wahit Wahyu Sugeng Prajitno, Kuncahyono, Agus Tinus
This work is licensed under a Creative Commons Attribution 4.0 International License.
