EDUKASI LITERASI DIGITAL UNTUK MENCEGAH PENYEBARAN HOAKS DI KALANGAN PELAJAR

Abstract

The intensive use of social media among high school students has not always been accompanied by adequate skills to distinguish facts, opinions, and misinformation. This condition increases the likelihood of students trusting and redistributing sensational content without verification. This community service activity aimed to strengthen digital literacy, critical evaluation of information, and responsible online communication among students of SMAN 84 Jakarta. The activity was conducted face-to-face on 29 April 2026 and involved 36 students from class X-1. The implementation combined an interactive presentation, analysis of contextual hoax cases, guided discussion, question-and-answer activities, and a short evaluation. The material addressed characteristics of hoaxes, differences between facts and opinions, simple verification procedures, the social and psychological consequences of misinformation, cyberbullying, and digital ethics. Observations and participants’ responses during the evaluation indicated that students could identify several characteristics of misleading information, explain the importance of verifying sources before sharing content, and describe more responsible communication practices. The school supported the program by providing a classroom, internet access, presentation equipment, participant coordination, and problem identification. The program produced an activity report, mass-media publication, video documentation, and photographic records. Because the final report did not include pre-test and post-test scores, item-level data, or a standardized rubric, the outcomes were interpreted descriptively rather than statistically. Periodic case-based practice, peer digital-literacy agents, and measurable follow-up assessment are recommended to sustain critical information habits.