Promoting Secondary School Teachers’ Critical Digital Literacy Through Anti-Hoax Education Program
DOI:
https://doi.org/10.64008/jdpp.v2i2.70Keywords:
anti-hoax education, critical digital literacy, digital misinformation, educational service program, secondary school teachersAbstract
This community service program aimed to enhance secondary school teachers’ critical digital literacy through an Anti-Hoax Education Program conducted in February 2026 at Al Amin Middle School, Pekanbaru City. Twelve teachers participated in the activity. The program employed a participatory training method involving four stages: needs assessment, interactive workshops, guided practice using fact-checking tools, and evaluation with reflective discussion. The instrument adapted from Wan Ng's digital literacy framework was used to measure participants’ digital literacy competencies. Data were analyzed descriptively by comparing pretest and posttest scores. The results indicate that the average pretest score of participants increased from 61.4 to 84.7 in the posttest, showing a substantial improvement in teachers’ ability to evaluate digital information, identify hoaxes, and apply ethical online communication practices. Participants also demonstrated increased confidence in integrating critical digital literacy into classroom learning activities. The program highlights that structured anti-hoax education can effectively strengthen teachers’ digital competencies and support the development of critical and responsible digital culture within secondary school environments in Indonesia.
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