Civic Literacy in the information age: a survey of vocational high school student in Sidoarjo, Indonesia

Abstract

Civic literacy is an essential ability that every citizen needs to have in the information age. Lack of civic knowledge and skills can result in actions such as easily provoked behavior or disinformation from fake political information spread online (hoax). This study aims to describe the civic literacy condition of public vocational high school (SMKN) students in Indonesia. The study uses a quantitative approach to measure the phenomenon of civic literacy in vocational school. Online questionnaires were distributed to 200 respondents from five public vocational schools in Sidoarjo, Indonesia, including SMKN 1 Buduran, SMKN 2 Buduran, SMKN 3 Buduran, SMKN 1 Sidoarjo, SMKN 1 Jabon. Three components are used to describe the student’s civic competency: knowledge, skills, and attitudes & values. The results of this study show that the civic competence of vocational high school students is high, with detailed knowledge competency at 4.09, skills at 4.00, and attitude & value at 4.21. This assessment indicates that vocational school students are tolerant with society and the environment, either in their lives or at school. A recommendation for vocational schools in Sidoarjo, schools can provide a space for students to express their aspirations, whether related to phenomena in the field or those within the school. The space or platform that the school can offer may include a digital magazine or a webpage serving as a space for students to explore knowledge, skills, and attitudes in expressing their aspirations. This way, students can fill the page with content (articles or videos) that align with their talents and interests.

Keywords:

• Civic literacy
• civic competency
• education
• literacy
• developing countries
• SMKN

REVIEWING EDITOR:

• Robert Read, Economics, University of Lancaster, Lancaster, UK

SUBJECTS:

• Middle School Education
• Education—Social Sciences
• Sociology & Social Policy

Introduction

Civic literacy has become a concern in recent years, especially in Indonesia, where the explosion of information is surprising, including information related to the government and its regulations. The implementation of Civic Literacy can be observed through political activity or participation (Putri, 2017). Political participation can serve as a means of improvement to resolve ongoing conflicts, restore justice, and enhance the effectiveness of leaders and individuals in politics. This improvement begins as people actively participate in conveying criticisms and suggestions (Shepherd et al., 2020).

In the practice of political participation, focusing on the cognitive component, vocational students can analyze information from various perspectives. The information they believe and acquire can be used as a basis for making informed decisions and avoiding decisions based solely on emotions (Kus, 2015; Shepherd et al., 2020). People now can easily access information about citizenship such as laws, acts, regulations, rights, policy, politics, and any issues regarding the government and its regime. The Information Age forces citizens to earn citizenship information easily, either through websites, social media or WhatsApp Groups. Therefore, it is important to obtain civic literacy ability to minimize the impact of information overload and prevent disinformation.

The high intensity of information poses challenges, especially for the younger generation, in determining valid and appropriate information (Lailiyah et al., 2018; Nugroho et al., 2023). This phenomenon’s development is attributed to the lack of understanding and knowledge of civic competence, emphasizing the need to raise awareness among the younger generation in Indonesia about political literacy.

The condition of Civic Literacy among Public Vocational High School students in Sidoarjo, Indonesia, is evident in the widespread dissemination of information related to invitations to participate in demonstration actions (Hardiyanto & Anggraini, 2019). The information, conveyed through posters distributed via group and personal messages, urges individuals to join demonstrations in Surabaya, with a gathering point at the Sidoarjo Sports Center and a specified dress code of gray pants and a jacket.

The involvement of vocational students in these actions was relatively high, spurred by the ease of communication and a sense of solidarity fostered between vocational students and the communities and organizations they engaged with. The call to action in Sidoarjo was also influenced by similar activities undertaken by fellow vocational high school students in various regions of Indonesia (Triyoga & Sodiq, 2019). Upon deeper examination, this involvement is not solely driven by a heightened sense of solidarity but also influenced by information disseminated from other areas through mass media, exemplified by similar actions in Jakarta, Bandung, Semarang, and other cities in Indonesia.

The low understanding of civic competence raises new problems: (1) The emergence of cynicism towards politics due to disappointment with public policies. In essence, public policies do not always satisfy various parties, resulting in the fading of public trust and support in the democratic process. (2) Without adequate Citizenship Literacy regarding the state system and policy formation, there is a risk of low awareness of the public interest. This circumstance creates vulnerability in evaluating performance due to a lack of understanding of the prevailing state system and bureaucracy (Koskimaa & Rapeli, 2015).

Quick and responsive solutions are needed to address problems related to apathy and deviant behavior carried out by the younger generation, especially vocational students (Fajar, 2014). This can be achieved by developing Citizenship Literacy skills, encompassing political knowledge, civic skills, and the ability to apply political values and attitudes to enhance the ability of vocational students (Meyer, 1997; Quintelier, 2008).

Several problems arising from the lack of understanding of civic competence can be observed in the chaos of solidarity actions from mid-2019 to 2020. Demonstrations related to the Corruption Eradication Commission (KPK) Law, the Criminal Code Bill, and the Job Creation Law were carried out anarchically by university students and vocational high school students (Fathurrohman, 2019; Jaya & Assifa, 2020; Majni, 2019; Nurdin, 2020). Not only does this behavior occur, but it is also based on the development of political hoaxes about sensitive political issues (Kristian, 2020; CNN Indonesia, 2020). This situation leads the younger generation to deliver aspirations not purely due to anxiety but driven by other false information.

These issues were deliberately raised to cloud the atmosphere, such as acts of political sabotage (Triyoga & Sodiq, 2019), issues of communism and religious primordialism, as well as hoaxes on invitations to engage in demonstrations without educating (Suparno, 2019). Based on these phenomena, this study aims to describe the condition of civic literacy among public vocational high school students in Sidoarjo, Indonesia, when dealing with aggressive political behavior.

Literature review

Civic literacy is described by Jurs (2014) through civic competence, where this ability can foster long-term abilities, building citizens to participate, have an impact on political development, and engage in life in society and the state. Offen (2017) assesses civic competence as the ability to question political narratives to find out who the actors behind the scenes are, as well as something that is inherent and considered capable of acting and contributing opinions on relevant political topics. Karim et al. (2020) assess citizenship literacy as a person’s ability to access and understand political issues that exist in society and is related to the ability to evaluate the performance of government political institutions, as well as their roles and duties as citizens.

Civic competence is a combination of knowledge, skills, attitudes and values that people have to carry out their duties as a civil society. It is related to responsibilities, attitudes, democracy, and so on (LeCompte et al., 2020). This ability then becomes control over understanding, manifested in attitudes when dealing with developing political information. This understanding is used to describe and assess deviant behaviors in a democracy, such as anarchic demonstrations, the spread of political hoaxes, misuse of information, and so on (Diskominfo Prov. Kaltim, East Kalimantan Province, 2013; Herdiansah, 2017). The inability or lack of understanding of civic competence will build the young generation who commit deviations ranging from democratic variations to perpetrators spreading hoaxes. Karim et al. (2020) see that a lack of understanding of civic competence will lead to various problems related to scattered political information.

There are three components in civic competence for students consisting of: (1) Knowledge; (2) Skills; and (3) attitudes and values (Jurs, 2014). The knowledge component shows the level of student civic literacy. Through the knowledge possessed, students can determine the correct steps by utilizing rational thinking related to existing problems with environmental conditions. The description of the components of political skills refers to time and situations where it can easily determine which steps to take through involvement in group activities and the ability to think critically and creatively as a form of problem-solving. Attitude and value components highlight the emotional side, such as sympathy and empathy; this is also in the form of support, so it is abstract. Attitudes and values can also be interpreted as the main components to help individuals achieve goals; this refers to principles and beliefs influenced by choices, judgments, behaviors, and actions to attain goals.

Several studies indicate that civic literacy in the information age has been widely discussed. This includes strategies to strengthen civic literacy among school students in the digital era through improved digital literacy (Nuryadi & Widiatmaka, 2023). Schools also serve as a venue for the implementation of civic literacy through the freedom to teach learning content and activities (Wahlström, 2022). Schools play a crucial role in the education and introduction of civic literacy to students. Through civic literacy education in schools, it is hoped to sharpen the sensitivity and cognitive abilities of students regarding political and democratic matters (Keegan, 2021).

Other research also highlights civic literacy in the context of developing civic curricula for school students (Lo & Adams, 2018; Mirra & Garcia, 2020). While previous studies have discussed strategies to enhance civic literacy, its teaching, and learning content, there is still limited research measuring the level of civic literacy among school students. Therefore, based on these findings, the researcher aims to fill the knowledge gap by conducting a study to measure civic literacy among vocational school students in East Java, Indonesia.

Methods

This study uses a quantitative approach to measure the civic literacy of students in vocational schools. The research population comprises students from five vocational schools in Sidoarjo, totaling 6204 students (Table 1). The sampling method used is simple random sampling. Simple random sampling is a technique for determining a sample by selecting each unit in the study or population with an equal probability of being chosen (Neuman, 2013). The sample in this study is determined using simple random sampling based on several considerations as follows: (1) The population is homogeneous, where each student in each school has homogeneous characteristics, ensuring that each selected element can be a representation of the population (Isik, 2016). (2) There is a sampling frame of a list of student names and a list of departments from each school.

Table 1. The number of population and samples.

No	Nama Sekolah	Jumlah	Jumlah Sampling
1	SMKN 1 Sidoarjo	1.272	40
2	SMKN 1 Buduran	1.293	40
3	SMKN 2 Buduran	1.281	40
4	SMKN 3 Buduran	1.506	40
5	SMKN 1 Jabon	852	40
Total		6.204	200

Calculating the representation in the population, according to the Yamane formula in Putria (2013), determines the sample size as follows: $$n=\frac{N}{N{(d)}^2+1}$$

Explanation:

n: The desired sample size

N: The total population (Total students of SMKN in Sidoarjo)

d: The specified precision value is 10%

Based on the formula, the number of samples obtained is as follows: $$\begin{array}{l}n=\frac{6.204}{6.204{(0,1)}^2+1}\\ n=98.44=100\end{array}$$

In this research, the sample consists of 200 students, with each school contributing 40 students. Online closed questionnaires were delivered to the respondents. Additionally, the researcher conducted interviews with some respondents for probing and carried out site observations. The data processing and analysis involved filtering and screening the data, coding the data, and tabulating the results using SPSS 16.0. Data visualization was performed through graphs and tables.

This research employs descriptive analysis by tabulating and assigning scores based on Table 2 as follows:

Table 2. Score categories.

Score	Answer	Answer
5	Very capable	Very high
4	Capable	High
3	Neutral	Neutral
2	Less Capable	Low
1	Not capable	Very low

Result and analysis

This research was conducted in Sidoarjo. The study received 200 responses from vocational students in Sidoarjo as respondents, comprising 108 (53.5%) males and 92 (45.5%) females. Among the respondents, 65 (32.5%) were tenth graders, 65 (32.5%) were eleventh graders, and 70 (35%) were twelfth graders.

Knowledge component

Knowledge is a subjective aspect related to an individual’s ability to process the information they possess. However, on the other hand, knowledge is crucial in the development of political information. Political knowledge places importance on comprehending existing phenomena and is bolstered by rational thinking. The tabulation of respondents’ knowledge components, as shown in Table 2, falls into the high category with 4.09 points. The questions regarding knowledge about democracy total nine, such as:

1. I know that as a social human I live side by side with others,

2. I know there are many tribes who live in Sidoarjo

3. I know that there are people with different religions.

Examples of the questions of understanding the importance of the constitutions (there are 13 questions), such as:

1. I know the presidential executive body

2. I know the legislative body

3. I know the duty of executive body

4. I know Indonesian constitution

Furthermore, there are eight questions related to civic participation at school, five questions regarding knowledge of cultural histories and values, and another five questions about understanding the symbols of Indonesia. In total, there are 40 questions in the knowledge component.

This aligns with what Jurs (2014) conveyed, emphasizing that knowledge is a critical element in building civic competence through a solid understanding. Students can determine how actions should be taken and the attitudes that must be demonstrated. This indicates that building political knowledge needs to be linked to each individual’s personal experience (Al-Suqri et al., 2017; Cramer & Toff, 2017), as experiences contribute to understanding political phenomena and practical solutions that can be implemented.

The school serves as a laboratory for experimenting with social practices in society. The education provided can bring about a change in the lifestyle of a community that is more pluralistic in terms of religion, ethnicity, etc., creating the potential for citizens to act and react to existing phenomena (Badlan, 2016). Democracy is crucial for acknowledging that differences and diversity are attractive characteristics.

In Table 3, it is observed that the highest points were achieved in the ‘Knows the symbols of Indonesia’ indicator, with a total average of 4.32, placing it in the very high category. Jurs (2014) illustrates that this indicator is one of the most important indicators, representing a manifestation of love for the homeland and a commitment to being a responsible citizen. On the other hand, the ‘Knows the importance of the constitution in a democratic society’ indicator is the lowest in this component, with a total average of 3.87, falling within the high category. Nevertheless, this indicator still ranks in the high category within the knowledge component. Jurs (2014) explains this indicator by examining students’ comprehension of the constitution in their residing country, encompassing the roles of policymakers. It involves understanding their duties and rights, enabling them to comprehend the operational model of a nation. Understanding the constitution is a crucial aspect of civic education that nurtures active awareness (Muleya, 2017).

Table 3. Knowledge component recapitulation.

Indicators	Total Score	Average Score	Category
Knows the basics of democracy	38.84	4.31	Very High
Understands the importance of the constitution in a democratic society	50.41	3.87	High
Knows the options for civic participation in school, self-government, state, and international events	31.16	3.89	High
Knows the cultural and historical traditions and values of the Indonesian people	20.46	4.09	High
Knows the symbols of Indonesia	21.6	4.32	Very High
Knowledge Component	162.47	4.09	High

In addition, there is evidence that schools offer practical experiences to equip students with an understanding of what democracy entails. A direct approach is taken by selecting the OSIS chairperson; this practice cultivates students’ awareness, encouraging them to actively recall every action or reaction taken to construct an assessment of the results of the activities carried out (Rahman & Suharno, 2020). The education provided has the potential to bring about a transformation in the lifestyle of a community that is more diverse in terms of religion, ethnicity, etc., thereby enabling changes for citizens to respond to and engage with existing phenomena (Badlan, 2016).

Skill component

Skills are a crucial component, and the development of students’ citizenship literacy encompasses various indicators aimed at training them to be exemplary citizens, fulfilling their duties and obligations optimally, and exploring their abilities (LeCompte et al., 2020). The tabulation in Table 4 of the skill components reveals that this component falls into the high category with 4.00 points. Skill exploration supports students in thinking critically and comprehensively about existing facts and phenomena, enabling them to independently establish rights and obligations, actively participate in society, confidently express attitudes on prevailing issues, and demonstrate commitment (Fuentes-Moreno, 2020).

Table 4. Skill component recapitulation.

Indicators	Total score	Average score	Category
The ability to participate in the decision-making process in various activities that are socially important, elections and youth organization	21.6	4.32	Very High
The ability to participate in political discussions to defend an opinion with arguments	24.01	4.00	High
The ability to effectively cooperate with others, participate in teamwork	27.72	3.96	High
The ability to approach information with critical and analytical thinking	30.74	3.84	High
Intercultural abilities	15.97	3.99	High
The ability of leadership	42.5	3.94	High
Skill Component	162.54	4.00	High

Source. Fieldwork, 2022.

There are 29 questions in the skill component, covering various aspects such as decision-making abilities (involvement in school organizations, understanding tasks within them), discussing political matters (active participation and knowledge of the function of discussions), cooperation with others (collaboration with friends and problem-solving in teams), critical thinking abilities (staying updated with the latest news and knowing where to find reliable information), and intercultural abilities (proficiency in mother language and at least one foreign language). Leadership abilities are also assessed, including the capability to lead in a school organization and time management (Adetoro & Omiyefa, 2017).

In Table 4, it is evident that the indicator measuring the ability to participate in the decision-making process in various socially important activities, elections, and youth organizations obtained the highest score of 4.32, placing it in the very high category. This skill supports students in engaging in diverse activities, and, according to their interests, community involvement is crucial, as understanding development is realized through personal experiences gained in the community (Horváth, 2018). Respondent R02, during probing conducted by researchers, emphasized that their skills are grounded in the activities they participate in, particularly in organizations or communities. R02 added that vocational students often feel disinterested in political issues.

This observation aligns with the findings of LeCompte et al. (2020), whose research indicates that student involvement with the community aids in developing civic literacy through projects carried out during these activities. The lowest point in this component is attributed to the ability to approach information with critical and analytical thinking, scoring an average of 3.84 in the high category. Jurs (2014) explains that even this indicator encompasses the ability to search and find information critically and deeply, with or without using Boolean symbols. Critical and analytical thinking is honed through students’ capacity to make comparisons among a plethora of information to distill meaningful conclusions. Managing the information received for effective consumption requires a lengthy process, one of which involves using discussion media.

The optimization of the skill component is intriguing to develop, considering the evident role of opinion leaders in facilitating the dissemination of political information to a wider audience (Luqiu et al., 2019). This concept is supported by Peacock (2019), who observes that discussion activities conducted by individuals often lead to interventions from one party to another. Respondent R63, during probing, mentioned that, in practice, the participation of vocational students in political activities is based on discussions held with older individuals (experts) or the views of others who serve as opinion leaders, influencing their involvement based on the suggestions given.

Certain parties engage in political intervention as it is a concept that evolves in the community. However, if it steers in the wrong direction, it can give rise to new problems. Meanwhile, in the information age, the roles and figures of opinion leaders are beyond control, exemplified by anyone who can become a leader with a substantial number of followers, such as influencers. This model creates influencers who directly assume the role of figures capable of mobilizing and leading mass opinion (opinion leaders) through their activities with the latest media mediation. In the political arena, political influencers also contribute by providing insights on ongoing political events, whether through tweets on social media or daily vlogs (Casero-Ripollés, 2020). A well-established understanding of this component produces students who can critically analyze existing phenomena, either through direct experiences or based on perceived personal experiences, and can identify role models in the political field, ensuring that the information received is comprehensively understood.

Attitude and value components

Attitudes and values are essential components that students need to possess as citizens; these components serve as behavioral patterns based on knowledge and skills (Muleya, 2017). Attitudes and values are a means to foster empathy and social emotionality (Metzger et al., 2018). This involves taking responsibility for oneself and others, showing respect for oneself and others, embracing tolerance for differences, and so forth (Jurs, 2014).

There are 37 questions in the attitude and value component. The first indicator is being tolerant toward different cultures and political views, with questions such as ‘Am I able to avoid discriminating against a friend?’ and ‘Do I respect others?’ The second indicator is respect towards human rights, with questions including ‘Do I act based on values and norms?’ and ‘Do I respect gender equality?’ The next category involves respect for oneself and others, with questions like ‘Do I respect my own decisions?’ and ‘Am I able to compliment others?’ Taking responsibility for oneself and others is another aspect, with questions like ‘Am I able to contribute to my group or team?’ and ‘Can I finish my job and responsibilities?’ Openness to diversity is also assessed, with questions like ‘Do I understand that I have the right to express my ideas?’ and ‘Do I know how and where to express my views?

Based on Table 5 above, it is evident that the attitude and value components fall into the high category with 4.21 points. The indicator with the highest rating in this component is ‘Tolerant treatment towards different cultures, political views, religions, genders, ages, races, ethnic backgrounds, and other groups in society,’ with an average score of 4.66 in the high category. Jurs (2014) describes that this indicator involves respecting friends with tolerance and avoiding discrimination based on race or religion. The concept of this indicator fosters awareness to engage in humanitarian activities, share, and provide space for fulfilling duties and obligations. The embodiment of this indicator is tolerance, granting everyone the freedom to pursue their actions and allowing others to do the same.

Table 5. Recapitulation of attitude and value components.

Indicator	Total score	Average score	Category
Tolerant treatment towards different cultures, political views, religions, genders, ages, races, ethnic backgrounds, and other groups in society	41.98	4.66	Very High
Respect towards human rights and equality	25.1	4.18	High
Respect toward themself and others	25.1	4.18	High
Responsibility for themself and others	27.93	3.99	High
Openness to diversity	24.29	4.04	High
Attitude and Value Components	144.4	4.21	High

Source. Fieldwork, 2022.

On the other hand, ‘Responsibility for oneself and others’ received an average score of 3.99 in the high category. This high ability encourages students to establish the foundation of political attitudes. Mickovska-Raleva (2019) justifies that fulfilling the ability to be responsible, both for oneself and for others, is a way to cultivate positive political attitudes. Attitude and value components are a matter of concern in the information age, given the crisis phenomenon experienced by the Indonesian state, namely the moral crisis (Alamsyah, 2019; Salmiah, 2020). The moral crisis in Indonesia is associated with various factors, as evidenced by deviations made by vocational students, including engaging in activities that violate the law and acts of violence (Fadila, 2018). The severity of the moral crisis is not limited to vocational students but also extends to unscrupulous state apparatus (Habibi, 2018). The prevalence of deviant behavior highlights the ongoing moral crisis, but it becomes intriguing when examined through the data obtained in the study (Table 3).

Through probing conducted with Respondent R02, they argue that a person’s behavior or morals are a personal reflection, making it challenging to generalize everything. This includes student behavior in response to existing phenomena, emphasizing that moral behavior is an individual and personal matter. A similar perspective was shared by Respondent R63, who perceived deviant behavior in the community as the actions of unscrupulous individuals. The respondent also explained that while being involved in the action, they observed the presence of morals such as solidarity, mutual protection, respect, and responsibility being instilled.

Civic Literacy level

The data collected in the field indicates that the level of Civic Literacy among vocational students in Sidorjo is in the high category, scoring 4.08 points. This assessment aligns with Jurs (2014) perspective that students are considered competent and possess Civic Literacy when they effectively execute the components of civic competence. Therefore, it is evident that the values listed signify the fulfillment of the three components discussed earlier. The successful completion of each component in this study signifies the attainment of Civic Literacy competence (Kus, 2015). The high scores in each category signify that vocational students can shape their attitudes through the application of their knowledge and skills.

Understanding Citizenship Literacy is indeed diverse, reflecting various perspectives, experiences, and involvement in political activities. Consequently, Civic Literacy goes beyond a mere awareness of political functions related to institutions and government; it is a combination of skills that facilitate effective participation in social life. Political information holds a central role in developing Civic Literacy skills, as comprehensive information enables individuals to navigate situations and express themselves effectively in daily life. Managing knowledge, skills, and attitudes/values components molds vocational students who comprehend existing problems by considering diverse perspectives and acknowledging their presence.

This competency equips students with the fundamental knowledge, skills, attitudes, and political values necessary to respond to prevailing issues. The assessment of this competency is presented in Table 6, which summarizes the respondent’s level of Civic Literacy.

Table 6. Recapitulation of Civic Literacy Level.

Indicators	Total score	Average score	Category
Knowledge Component	32.49	4.09	High
Skill Component	28.18	4.00	High
Attitude and Value Components	28.88	4.21	High
Civic Literacy	29.85	4.08	High

Source: Fieldwork, 2022.

In general, civic Literacy can be realized through the civic competence model (Jurs, 2014). The civic competence model is an amalgamation of all components of knowledge, skills, attitudes, and values. These three components describe the condition of civic Literacy abilities in high school students as follows (Figure 1).

Figure 1. Civic competence model (adapted from Jurs, 2014).

According to Table 6, the civic literacy skills of vocational school students in Sidoarjo are high, scoring 4.08. This aligns with the statement from respondent R02, indicating that students are highly capable of understanding and explaining their chosen actions along with the associated risks. However, in some instances, respondents may exhibit apathy towards existing political phenomena. This sentiment resonates with respondent R63, who mentioned occasional apathy towards specific political issues. Nevertheless, respondents are willing to engage in political activities as long as they are aware of their role and contribution. Respondent R63 also highlighted that, before actively participating in political activities, respondents seek information in various forms to convince themselves to be involved.

Conclusion

Based on the findings of the Civic Literacy study among State Vocational High School students in Sidoarjo, it can be concluded that the Civic Literacy level of vocational students falls within the high category, with an average total score of 4.08. The highest score is observed in the attitude and value components, reaching 4.21 points. Within this component, the highest average value is found in the indicators related to tolerant treatment towards different cultures, political views, religions, genders, ages, races, ethnic backgrounds, and other societal groups, scoring 4.66 and categorizing as very high. This indicator indicates that students exhibit a high level of tolerance towards diversity in their environment, both within their community and at school.

In light of these results, researchers recommend that in fostering Civic Literacy among vocational students, there should be a deeper exploration of their political knowledge abilities. Notwithstanding, schools should create a public space for students to express their aspirations and engage in discussions. Providing space for aspirations through wall magazines containing student opinions on political phenomena in society is also encouraged. The themes discussed in these platforms should be tailored to the information needs of students, incorporating engaging political topics. A synergistic relationship between schools and students can expedite the optimization of Civic Literacy skills for vocational students.

Some recommendations for vocational schools (SMKN) in Sidoarjo, the school can provide a space for students to express their aspirations, whether related to phenomena in the field or those within the school. Additionally, for future researchers, it is intriguing to delve deeper into the topic of political literacy, considering the limited research on this issue. Researchers are advised to conduct studies using alternative methods such as explanatory quantitative methods or others, as there are still many perspectives that can be explored in-depth.

Limitation

One notable constraint is that the study was conducted during the COVID-19 pandemic, leading to challenges in conducting field observations. Given that some schools have not fully implemented face-to-face learning (PTM), observations were carried out in a hybrid manner. This method is considered insufficient to provide a comprehensive description of the raised phenomenon, necessitating an additional method, namely probing, to obtain a clearer and more accurate picture.

Furthermore, researchers also encountered difficulties in exploring in-depth aspects related to the data provided by respondents. Consequently, obtaining the necessary answers took a relatively long time. Considering that the phenomenon under investigation is a relatively new subject in the field of information science and libraries, researchers faced challenges in finding secondary information material. As a result, researchers sometimes combined new information with old information, merging them into a single narrative. Additionally, much of the new information has predominantly focused on the implementation of Civic Literacy within the realm of political science. Therefore, researchers had to actively seek a cognitive touch within the realm of Civic Literacy to establish a well-rounded understanding."

Acknowledgment

The researcher expresses gratitude to Universitas Airlangga as a learning platform and for supporting this research. Additionally, the researcher extends thanks to colleagues who have contributed to this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ken Ayu Yalu Puspaningtyas

Ken Ayu Yalu Puspitaningtyas is graduated from department of Library and Information Science of Universitas Airlangga. She is currently working at Integrated Referral Service System of Sidoarjo Social Service Office.

Fitri Mutia

Fitri Mutia is a senior lecturer from Department of Information and Library Science, Faculty of Political and Social Sciences, Universitas Airlangga Indonesia. Her main area of research interest include information literacy, information and special groups, and knowledge management. She has produced some articles published in international journals and participated in writing of a potpourri (Social Theory Ontology: Selected works) in 2020, and reference book (Access, Information and Disability) in 2023.

Asmadi Mohammed Ghazali

Asmadi Mohammed Ghazali is a senior lecturer from the Faculty of Information Management of Universiti Teknologi MARA (UiTM) Kedah, Malaysia. His main areas of research interest include library science, records management and archive administration. He is also a member of the Malaysia Board of Technologists (MBOT) and is involved as an assessor in international accreditation.