TABAYYUN-BASED REFLECTIVE DIGITAL LITERACY MODEL IN ELEMENTARY SCHOOL SOCIAL STUDIES LEARNING

Abstrak

This study develops and examines a Tabayyun-based Reflective Digital Literacy Model in elementary school Social Studies (IPS) learning to address the critical challenge of digital misinformation. While current educational interventions focus heavily on operational and technical device skills, they fail to foster the deep epistemic skepticism and ethical reflection needed by young learners. This study offers a novel framework by integrating the Islamic ethical principle of tabayyun (information verification) into reflective inquiry. Employing a qualitative case study design at an elementary school in Bandung, data were gathered through interviews, observations, documentation, and surveys involving 48 students in Grades IV and V. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña. The findings reveal that the model successfully operates through three stages: guided digital habituation, tabayyun-based critical verification, and structured reflective synthesis. Post-implementation evaluation showed that 88% of student responses demonstrated substantial growth in digital critical thinking, verification habits, reflective awareness, and responsible citizenship. This model provides an alternative to conventional, textbook-centric IPS pedagogy by transforming it into an ethically anchored, reflective digital learning practice that accommodates teachers' varying digital competencies. Keywords: Reflective Digital Literacy, Tabayyun, IPS Learning, Elementary School, Hoax Prevention.