Penguatan Identitas Digital Siswa SMK Melalui Healthy Personal Branding
Strengthening Vocational High School Students’ Digital Identity Through Healthy Personal Branding
DOI:
https://doi.org/10.47679/ib.20261639Keywords:
personal branding, SMK, penguatan digital, Digital Citizenship, Media Literacy, Online Self presentation dan Digital Identity, Healty Personal Branding, Creativity and innovationAbstract
Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman identitas digital dan healthy personal branding siswa sekolah menengah di Sekolah Menengah Kebangsaan Ayer Keroh, Melaka, Malaysia. Program diikuti oleh 51 siswa yang dipilih melalui purposive sampling dengan kriteria siswa tingkat menengah atas yang aktif menggunakan media digital. Pendekatan yang digunakan adalah participatory training yang dipadukan dengan experiential learning, didukung oleh Digital Identity and Healthy Personal Branding Toolkit yang terdiri atas Digital Footprint Checklist, Personal Branding Canvas, Online Reputation Self-Assessment, Post or Pause Decision Card, dan Personal Digital Identity Action Plan. Evaluasi menggunakan desain one-group pretest-posttest dengan instrumen 10 butir pilihan ganda, serta lembar refleksi dan hasil pengisian toolkit. Analisis data dilakukan secara deskriptif dan uji paired sample t-test. Hasil menunjukkan peningkatan rata-rata skor dari 60,8 (SD = 12,4) pada pre-test menjadi 96,9 (SD = 5,2) pada post-test, dengan perbedaan yang signifikan (t(50) = 18,42; p < 0,001) dan efek besar (Cohen's d = 2,58). Namun, indikator pemahaman mengenai kelanggengan jejak digital mencatatkan akurasi terendah, yaitu 80,39%. Temuan ini mengindikasikan bahwa pelatihan berbasis praktik mampu meningkatkan pengetahuan secara substansial, tetapi perubahan perilaku jangka panjang memerlukan pendampingan berkelanjutan. Oleh karena itu, program ini merekomendasikan integrasi materi literasi digital ke dalam kegiatan bimbingan konseling dan pembinaan karakter siswa secara rutin.
Abstract. This community engagement program aimed to enhance secondary school students’ understanding of digital identity and healthy personal branding at Sekolah Menengah Kebangsaan Ayer Keroh, Melaka, Malaysia. The program involved 51 students selected through purposive sampling based on the criterion that they were upper secondary students who actively used digital media. The intervention employed a participatory training approach integrated with experiential learning and supported by a Digital Identity and Healthy Personal Branding Toolkit. The toolkit consisted of a Digital Footprint Checklist, Personal Branding Canvas, Online Reputation Self-Assessment, Post or Pause Decision Card, and Personal Digital Identity Action Plan. Program evaluation used a one-group pretest-posttest design with a 10-item multiple-choice instrument, reflection sheets, and completed toolkit activities. Data were analyzed descriptively and using a paired-samples t test. The results showed an increase in the mean score from 60.8 (SD = 12.4) at pretest to 96.9 (SD = 5.2) at posttest, with a statistically significant difference, t(50) = 18.42, p < .001, and a large effect size (Cohen’s d = 2.58). However, the indicator assessing students’ understanding of the permanence of digital footprints showed the lowest accuracy rate, at 80.39%. These findings indicate that practice-based training can substantially improve students’ knowledge; nevertheless, sustained behavioral change may require continuous guidance and reinforcement. Therefore, the program recommends integrating digital literacy content into regular school counseling, student guidance, and character development activities.
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Copyright (c) 2026 Reizano Amri Rasyid, Zuraini Othman, Azmil Chusnaini, Mohamad Yusak Anshori, Putri Salsabila Az Zahra, Lailatul Fitriani
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