Abstract
This research aims to develop instruments to measure the learning outcomes of Citizenship Education at the university level in the form of citizen political participation based on digital citizenship. The basis for developing instruments is the absence of benchmarks that can be used to measure the learning outcomes of citizenship education in the form of political participation behavior outside the classroom. This research uses R&D steps, stage 1. Preliminary research, 2. research development, 3. Measurement effectiveness of the model, and 4. dissemination. Expert assessment results for content and content validation tests state that instruments of political participation based on digital citizenship are deemed appropriate with a CVI value of 1 (Relevant). While Analysis of a wide-scale questionnaire items obtained with the results of 26 valid questionnaire items with a reliability value of 0.98. From the results of this analysis, the instrument is considered relevant to be used to measure education learning expenditure citizenship in the form of participation Politic residents in the modern era.
Highlights
Citizenship education is a unique and particular subject in Indonesia
Phase 1 is the activity of identifying needs and assessing why the instruments of student participation in politics for learning civic education at the university level, as well as evaluating and gathering the essentials needed to compile these instruments through surveying the conditions of citizenship education directly in the field
In interviews with citizenship education lecturers at four universities spread across Java, Indonesia, they were
Summary
In the structure of the primary education curriculum up to universities in Indonesia, which requires citizenship education, is always there. One reason for civic education is that compulsory subjects is to increase political participation, especially for young citizens who pursue formal education. The role of civic education as part of political education is to help reduce gaps in political knowledge that should be provided by families (Neundorf, Niemi, & Smets, 2016). Differences in the political education of each family occur due to various things, such as education level, and economic level. Kent Jennings (2006), show the higher the education level of parents, the better political education provided by parents to children. While the economic level triggers, parents are able to offer various facilities that can increase their child's political knowledge
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