International Journal of Evaluation and Research in Education (IJERE)

Vol. 99, No. 1, Month 2099, pp. 1~1x

ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  1

Effects of Digital Literacy on Students’ National Character at

the Citizenship Education Study Program of
Universitas Islam Sumatera Utara
Tampilen1, Sri Kunarsih2, Sapta Kesuma3
123
Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara, Medan, Indonesia

Article Info ABSTRACT

Article history: The current study explored the effects of digital literacy on the national
character of students from the Citizenship Education Study Program of
Received mm dd, yyyy Universitas Islam Sumatera Utara. The research sample consisted of sixty
Revised mm dd, yyyy students. We selected the sample using the simple random sampling
Accepted mm dd, yyyy technique. The data was collected using a questionnaire constructed based
on the indicators of digital literacy and national character. Hypothesis testing
was conducted using simple linear regression. Before evaluating the
Keywords: hypothesis, we examined data normality and linearity. The Kolmogorov-
Smirnov’s normality test showed the value of 0.200>0.05, indicating that the
Digital Literacy data was normally distributed. Meanwhile, linearity test showed the value of
National Character 0.660>0.05, indicating a linear relationship between research variables (i.e.,
Citizenship Education digital literacy and national character). Hypothesis testing showed the value
of 0.00<0.05, indicating that H0 was rejected and H1 was accepted. These
results proved that digital literacy had an impact on the national character of
students in the Citizenship Education Study Program at Universitas Islam
Sumatera Utara, Indonesia. The determination coefficient further suggests
that 44.9% of students’ national character was influenced by their digital
literacy level.
This is an open-access article under the CC BY-SA license.

Corresponding Author:
Tampilen
Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara, Medan, Indonesia, Jalan
Sisingamangaraja, Medan
Email: tampilen.kaban@gmail.com

1. INTRODUCTION
In the 21st century, technology is developing rapidly in various areas of life, especially in education
[1]. From a distinct perspective, however, technological developments also present people with challenges in
managing their daily lives. The easier it is for citizens of a country to access information from different parts
of the world, the easier it is for foreign cultures whose truths are unknown to invade the country [2]. A more
concrete example is that Indonesians prefer to learn and follow foreign cultures rather than their own, thereby
threatening the cultural sustainability of the country itself [3]. Such problems need to be managed
immediately.
The use of digital technologies among young people, especially students, varies greatly. Digital
technology is used not only as a learning medium but also as a means of building relationships,
communicating and searching for information [4]. Buckingham [5] explained that college students are part of
a digital society that need to develop digital literacy. Digital literacy indicators include communication,
collaboration, critical thinking, creativity and active learning using digital technologies [6], [7], [8].
Rapid technological developments allow foreign cultures to penetrate Indonesian cultures [9].
Additionally, Indonesian citizens have been found to prefer a foreign culture over Indonesian culture, starting
with fashion, society, and speaking style. Such a situation has been diminishing the Indonesian people’s love
for their own homeland and thereby threatens their national character [10].

Journal homepage: http://ijere.iaescore.com

2  ISSN: 2252-8822

The diminished love of the Indonesian people for their own culture is reflected in both the low
national character and the ease with which foreign cultures come to Indonesia [11]. If issues related to
nationalism continue to be ignored, the Indonesian people will most likely lose their identity and will not be
able to lead a peaceful and secure national life. Students’ national insight can be strengthened by increasing
their digital literacy skills. As the nation’s next generation, Indonesian college students need to develop these
skills [12], [13].
The strengthening of the Indonesian college students’ national character and love of the fatherland
must be carried out continuously in order to ensure the future survival of the nation [14]. Amid ever faster
technological developments, college students need to strengthen their national character [15]. National
character programs must start now to prevent the negative effects of technology use immediately. The
strengthening and development of the national character must be sustained [16]. Strengthening and
developing the national character of college students will have an impact on the future development of the
Indonesian nation [17].
As individuals in the process of education, college students are expected to be able to bring positive
change to themselves and those around them. Therefore, college students need to master digital literacy,
namely understanding the use of technology and using the internet wisely [18], [19]. Equipped with digital
literacy, students will be able to check and ensure the accuracy of new information before it is disseminated.
Apart from that, digital literacy also protects college students from the bad influences of foreign cultures that
can fade Indonesian cultural values. As the next generation of the nation, Indonesian college students,
especially those majoring in civics, are expected to be able to have abundant love for their homeland,
Indonesia, and to be active in upholding unity and contributing to the integrity of the Indonesian nation [20].
College students must also be willing to defend their country, make sacrifices, and use technology as a
medium to fuel nationalism [21].
The present study explored the effects of digital literacy on the development of college students’
national character and described the effective efforts to increase the young generation’s national insights.

2. METHODS
The current study was conducted between July and September 2022 at Universitas Islam Sumatera
Utara, North Sumatera, Indonesia. This type of research uses a type of quantitative research. The study
population consisted of 235 students from the Department of Citizenship Education at Universitas Islam
Sumatera Utara (Islamic University of North Sumatera). The sample of sixty students was selected using the
simple random method. Data collection was performed through survey. The survey questionnaire was created
based on the digital literacy and national character indicators. A simple linear regression analysis was
performed for data analysis. Before evaluating the hypotheses, the normality and linearity of the data were
examined. SPSS 25.0 was used for statistical data analysis.

3. RESULTS AND DISCUSSION

Effects of Digital Literacy on the National Character of Students from the Department of Citizenship
Education at Universitas Islam Sumatera Utara (Islamic University of North Sumatera).

The digital literacy indicators measured in this study included creativity, critical thinking,
sociocultural contextual knowledge, electronic security knowledge, functional skills as well as the ability to
collaborate, communicate, and find and select information. The national character indicators measured in this
study were patriotism and nationalism. A simple linear regression analysis was performed to evaluate the
hypothesis. Prior to hypothesis testing, data normality and linearity were examined. Data analysis was
assisted run in SPSS 25.0.

Table 1. The Kolmogorov smirnov Normality Test

One-Sample Kolmogorov-Smirnov Test
Unstandardized
Residual
N 60
Normal Parametersa,b Mean .0000000
Std. Deviation 5.88095613
Most Extreme Differences Absolute .077
Positive .077
Negative -.070
Test Statistic .077
Asymp. Sig. (2-tailed) .200c,d
a. Test distribution is Normal.

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3Int J Eval & Res Educ ISSN: 2252-8822 

b. Calculated from data.

c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.

Table 1 shows the Asiymp.Sig (2-tailed) of 0.200>0.05, indicating that the research data were
distributed normally. Then, hypothesis testing was conducted to examine the linearity of the research
variables, namely digital literacy and national character.

Table 2. ANOVA of Linearity

ANOVA Table
Sum of
Squares Df Mean Square F Sig.
National Character* Between Groups (Combined) 2531.067 28 90.395 2.394 .010
Digital Literacy Linearity 1661.097 1 1661.097 43.990 .000
Deviation from 869.970 27 32.221 .853 .660
Linearity
Within Groups 1170.583 31 37.761
Total 3701.650 59

Table 2 indicates the significance value of 0.660>0.05, suggesting that there is a linear and
significant correlation between digital literacy and national character. Therefore, assumptions of normality in
a regression model had been fulfilled. Then, a simple linear regression analysis was run to test the
hypothesis.

Table 3. Model Summary

Model Summary
Std. Error of the
Model R R Square Adjusted R Square Estimate
1 .670a .449 .439 5.931
a. Predictors: (Constant), Digital Literacy
b. Dependent Variable: National Character

Table 4. ANOVA
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 1661.097 1 1661.097 47.214 .000b
Residual 2040.553 58 35.182
Total 3701.650 59
a. Dependent Variable: National Character
b. Predictors: (Constant), Digital Literacy

Table 5. Coefficients
Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 38.538 5.960 6.466 .000
Digital Literacy .569 .083 .670 6.871 .000
a. Dependent Variable: National Character

Table 5 shows the significance value of 0.00 < 0.05, indicating that H0 was rejected and H1 was
accepted. The results proved that digital literacy had effects on the national character of students from the
Citizenship Education Department at Universitas Islam Sumatera Utara, North Sumatera, Indonesia. The
determination coefficient of 0.449 indicated that 44.9% of students’ national character was influenced by
their digital literacy skills.

4. DISCUSSION
The statistical analysis conducted in this study showed that digital literacy had significant effects on
college students’ national character (with the significance value of 0.00). The determination coefficient of
0.449 indicated that 44.9% of the students’ national character was affected by their digital literacy skills. This
study also proved that digital literacy had positive and direct effects on the students’ national character.
Digital literacy refers to the ability to actively seek and use information. Digital competence
includes the cognitive abilities to deal with different information formats, to understand digital and non-

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4  ISSN: 2252-8822

digital formats of information, to create and sort digital information and to evaluate the information. Digital
literacy also includes information and media skills [22]. Basically, the main components of digital literacy
relate to how a person seeks and finds quality information according to their needs, using technical skills and
involving knowledge and behavior in searching for that information. The results of this study are similar to
those reported by Neilson [23] and Chan et al. [24] who demonstrated that digital literacy is a person’s ability
to use and communicate technology and information, as well as to socialize, think critically, think creatively,
and inspire.
Furthermore, it is said that someone with digital literacy can access, identify, manage, analyze and
evaluate digital resources [25], [26]. Maya & Suseno [27] showed that digital literacy can expand college
students’ knowledge to find, obtain and analyze information disseminated in digital media to develop
national insights. Digital literacy can also be interpreted as a person’s ability to write, present and
communicate effectively [28]. Someone who has digital literacy will be able to develop their knowledge and
continue to learn and contribute to society throughout their life [29]. Therefore, digital literacy must be
further developed in a sustainable manner.
Digital literacy skills help students play an active role in their social lives now and in the future.
Digital literacy helps students develop national character. National character shows the uniqueness of each
individual. Individual character is something that is brought along from birth. However, national character
must be instilled at an early age [30]. The findings of this study are in accordance with Law No. 20 of 2003
on the National Education System in Article 3. The article states that the values of human behavior in relation
to God Almighty, oneself, fellow human beings, the environment and nationality are embodied in the human
attitudes, feelings, words and deeds. Digital literacy also has a positive impact on the national character of
college students [31]. It gives college students the ability to use the internet wisely and access information
about their own nationality [32].
The level of digital literacy of students is also influenced by lecturer factors. It seen in every university,
the level of digital literacy of students and lecturer is always in harmony. This proves that the high and low
digital literacy of students can also be caused by the basic skills possessed by an lecturer both in teaching in
university. According to Esteve-Mon, Llopis, & Adell-Segura [33], lecturer as role models in empowering
digital literacy in university must be skilled to facilitate the transfer of information to their students and can
develop a spirit of national character to students. This was directly proportional to some studies, that the
contribution of lecturer was as a driver to students in awakening, managing, maintaining and channeling
behavior in order to achieve patterns in accessing, stringing, understanding, and disseminating information in
accordance with digital literacy skills [34].
Character education is an effort to form a character that is an effort physically and spiritually to shape a
person's character so that he can become a complete human being with conscious and planned actions [35].
In Universitas Islam Sumatera Utara, North Sumatera, implementing character education strengthening refers
to Presidential Regulation Number 87 Year 2017 Article 3 on Strengthening Character Education that there
are five main character values derived from Pancasila, namely religious, nationalist, integrity, independence,
and mutual cooperation. Pancasila and Citizenship Education as character education in university to me
responded very appropriate as one of solving problems both in matters related learning materials as well as
the circumstances that occurred in the life of the nation, especially regarding the problems spread of false
information (hoax), thus character education and civic education is an inseparable unit [36].
In Universitas Islam Sumatera Utara, students often use the internet in learning, especially civic
education lessons where this lesson is part of a very broad social learning, so learning in the classroom will
not be enough to give understanding to students, so that the learning independence of each child is needed
that is by finding your own material via the internet. Here this strategy can help children become accustomed
to independent learning and understand the process of finding information carefully before the information
becomes learning material. The results of the information that students get must be thoroughly checked
several times with the help of lecturer so that the information they get is valid and not fake (hoax). Students
recognize the importance of digital in helping them learn because not all learning material is in the textbooks
they have, where students must be smart in anticipating hoax news that is on the internet [37].
Application of digital literacy in university requires the lecturer as a facilitator to not only utilize
learning resources in the university as only rely on materials reading textbooks, but are required to study a
range of learning resources, such as magazines, letters newspapers, internet, and digital media. It is very
important to apply, so that what is learned is in accordance with the conditions and developments in the
world. Through the subject's civic education also lecturer can foster and expand digital media literacy on
learners. This digital media literacy includes improving knowledge and skills, and awareness will be the use
of digital media and the Internet. So that digital ethics appears in the use of digital media and the internet
[38].

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5Int J Eval & Res Educ ISSN: 2252-8822 

Citizenship Education subjects that play a role in fostering digital ethics in students as young citizens,
especially in Universitas Islam Sumatera Utara which includes students' understanding of the use of digital
media in a positive and responsible manner, and how to communicate. Citizenship Education can be
effectively used as a medium for growing and developing digital literacy in students, if lecturer use and apply
appropriate learning models in the Citizenship Education learning process at school [39], [18]. This is like
done by the Citizenship Education lecturer at Universitas Islam Sumatera Utara where in learning always
uses the right learning model where students in searching for information on the internet always see the
source of information first before the information is used. When the phenomenon of weak parental
supervision of the use of digital media and the internet is carried out by children and adolescents, educational
institutions through lecturers must immediately overcome these weaknesses, by instilling, growing and
developing "literacy" . Digital literacy to students and subjects that are appropriately used in growing the
character of digital citizenship is through Pancasila Education and citizenship. That digital citizenship as
ethics. Digital citizenship as ethics refers to how to use the internet properly, safely, ethically, and
responsibly in the activities of the internet world. Digital citizenship shows a person's ability to access, use,
create and evaluate information and communicate with others online such as how to appraise information,
read and write critically on online media, and express themselves online [40].

5. CONCLUSION
Prior to testing the hypothesis of this study, data normality and linearity were examined. The
assumption tests showed the value of 0.200>0.05 for data normality and 0.660>0.05 for linearity between
variables. These results indicated that the data were distributed normally and that there was a linear
relationship between research variables, namely digital literacy and national character. In addition, the simple
regression analysis showed the value of 0.00<0.05, indicating that H0 was rejected and H1 was accepted.
These findings proved that digital literacy had effects on the national character of students from the
Citizenship Education Department at Universitas Islam Sumatera Utara, North Sumatera, Indonesia. The
determination coefficient of 0.449 indicated that 44.9% of students’ national character was influenced by
their digital literacy skills.
Application of digital literacy in university requires the lecturer as a facilitator to not only utilize
learning resources in the school as only rely on reading textbooks, but are required to study a range of
learning resources, such as magazines, letters newspapers, internet, and digital media. It is very important to
apply, so that what is learned is in accordance with the conditions and developments in the world. Through
the eyes of subjects Education kewarganegaraan also lecturers can foster and expand digital media literacy on
learners. This digital media literacy includes improving knowledge and skills, and awareness will be the use
of digital media and the Internet. So that digital ethics appears in the use of digital media and the internet.

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BIOGRAPHIES OF AUTHORS
The recommended number of authors is at least 2. One of them as a corresponding author.
Please attach clear photo (3x4 cm) and vita. Example of biographies of authors:

Tampilen is a lecturer at the Department of Pancasila and Citizenship

Education, Faculty of Teacher Training and Education. His research interests include civics
education. Now, he focuses on civics education and has conducted research on Pancasila
and citizenship education. Affiliation: Department of Pancasila and Citizenship Education,
Islamic University of North Sumatra, Indonesia. He can be contacted at:
tampilen.kaban@gmail.com

Sri Kunarsih is a lecturer at the Department of Pancasila and Citizenship

Education, Faculty of Teacher Training and Education. His research interests include civics
education. Now, he focuses on civics education and has conducted research on civics
education. Affiliation: Department of Pancasila and Citizenship Education, Islamic
University of North Sumatra, Indonesia. He can be contacted at: sri.kunar@gmail.com

Azlina Mohd Kosnin is a lecturer at the Department of Pancasila and

Citizenship Education, Faculty of Teacher Training and Education. His research interests
include civics education. Now, he focuses on civics education and has conducted research
on civics education and political science. Affiliation: Department of Pancasila and
Citizenship Education, Islamic University of North Sumatra, Indonesia. He can be
contacted at: sapta.kesuma@fkip.uisu.ac.id

Paper’s should be the fewest possible that accurately describe … (First Author)