The influence of blended learning models and internet self-efficacy on digital citizenship attitudes of elementary school students in Indonesia

Abstract

Context and relevance. The integration of technology in elementary education is essential in developing students’ digital citizenship attitudes, as Indonesian children need to learn responsible technology use within Pancasila education to become competent digital citizens in an increasingly connected world. Hypothesis. The study hypothesized that there would be significant differences in digital citizenship attitudes between students taught using blended learning versus direct instruction models, between students with high versus low internet self-efficacy, and that there would be an interaction effect between learning models and internet self-efficacy on students’ digital citizenship attitudes. Methods and materials. Utilizing a quasi-experimental study with a 2×2 factorial format, the research involves 288 fourth-grade students from both public and private schools in Bangkalan, East Java. Data collection includes pre- and post-tests, questionnaires measuring internet self-efficacy and digital citizenship attitudes. Results. Statistical analysis revealed that students in the blended learning group demonstrated better digital citizenship attitudes compared to those in the direct instruction group (F = 8,856), students with higher internet self-efficacy showed more positive digital citizenship attitudes than those with lower self-efficacy (F = 21,983), and a significant interaction effect existed between learning models and internet self-efficacy (F = 6,938), indicating that the effectiveness of learning models varies depending on students’ internet self-efficacy levels. Conclusions. Blended learning improves elementary students’ digital citizenship attitudes more effectively than direct instruction, with internet self-efficacy levels significantly influencing these outcomes and interacting with teaching methods, suggesting educators should adopt tailored approaches based on students’ technological confidence.