Narrative Exploration of Parents' Role as Family Digital Protectors in the Development of Digital Literacy in MI Social Studies Learning

Nihayah Salma Rusdiah, Ashif Az Zafi, Muhammad Faylashuf

Abstract


The increasing use of digital technology among elementary school students highlights the importance of parental support in developing digital literacy. This study examines the role of parents as digital protectors in supporting Social Studies learning at MIN 6 Demak, Indonesia. A descriptive phenomenological approach was conducted with two teachers, three parents, and three students through interviews, observations, and document analysis. Data were analyzed using Colaizzi's phenomenological method. The findings identify three parental mediation strategies: preventive mediation (time and content control), educational mediation (guidance on internet use and online learning), and active monitoring of device use. However, inconsistent collaboration between schools and families limits the effectiveness of these strategies. The study concludes that stronger school–parent collaboration, digital parenting training, and shared guidelines for technology use are needed to enhance students' digital literacy and online safety, while contributing practical evidence to digital parenting in Indonesian primary education.

Keywords


Digital Protection ; Digital Literacy ; Parental Mediation ; Social Studies Learning

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References


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DOI: https://doi.org/10.17509/jpis.v35i1.94513

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