An IQRA Digital Pedagogy Model Integrating Pangadereng Values Through E Comics to Improve Digital Literacy in Social Studies

An IQRA Digital Pedagogy Model Integrating Pangadereng Values Through E Comics to Improve Digital Literacy in Social Studies | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article An IQRA Digital Pedagogy Model Integrating Pangadereng Values Through E Comics to Improve Digital Literacy in Social Studies Hasni Hasni, Muhammad Syukur, Bahri Bahri, Shabrina Syntha Dewi, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8465107/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 16 You are reading this latest preprint version Abstract The development of education in the 21st century requires learning that integrates local culture with digital competence. This study aims to develop and validate the IQRA (Identification, Questioning, Reasoning, Application) Model assisted by E-comics based on the Pangadereng values of the Bugis -Makassar community to improve the digital literacy of junior high school students in Makassar, Indonesia. The study used the Borg & Gall Research and Development model approach, involving 14 social studies teachers and 345 seventh-grade students. Data were collected through interviews, questionnaires, and expert validation. The results showed that the integration of Ade ' (4.30) and Sara' (4.40) values was more dominant than Wari' (4.00) values, while students' digital literacy was still moderate (59%) with low digital ethics (37%). The IQRA-E-Comic model proved to be valid (average 4.30) and effective in bridging local culture with digital pedagogy and contributing globally to strengthening Culturally Responsive Digital Pedagogy in character-based social education. IQRA model E-comics Pangadereng Values Digital Literacy Skills Social Studies Learning Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Introduction The transformation of global education in the 21st century requires students to master critical thinking, collaborative skills, digital communication, and cultural awareness in order to shape digital citizenship as an integral part of the curriculum (Buchholz et al., 2020 ; OECD., 2023). With the development of digital pedagogy, technological devices no longer function merely as complementary tools, but have become key elements in modern learning environments that emphasize literacy (Fang & Robertson, 2020 ; Haleem et al., 2022 ; Yun & Kim, 2025 ). Governments and educational institutions worldwide have invested heavily in digital infrastructure, including digital textbooks, artificial intelligence (AI)-based learning platforms, and personalized adaptive learning systems (K. Ministry of Education, 2023; S. Ministry of Education, 2021; Tour & Zadorozhnyy, 2025 ). Globally, the integration of local culture into educational technology has been strategically implemented. South Korea has developed Digital Han-Style Education, which combines the values of jeong , representing harmony and social warmth, with interactive technology to foster digital empathy (Kim et al., 2023 ). Finland implements Phenomenon-Based Learning , which connects the local cultural context with digital project-based learning to develop critical thinking and collaboration (Schaffar & Wolff, 2024 ). Japan, through its Moral Digital Education Framework , emphasizes media ethics education based on bunkyo values as part of digital character building (Roesgaard, 2016 ). These global findings confirm that integrating culture into digital pedagogy can simultaneously improve empathy, morality, and technological literacy. However, in Indonesia, social studies learning practices have not fully implemented this integration. Teachers generally still focus on conveying concepts without applying strategies based on local culture aided by digital technology (Fitriadi et al., 2024 ; Syaharuddin et al., 2025 ). Despite high internet penetration (91.4%), adolescents aged 13–18 years actively use the internet (APJII, 2023 ). The level of digital literacy and media ethics is still in the moderate category (Kominfo, 2022 ). The 2022 National Digital Literacy Index shows that Digital Security (3.12) and Digital Ethics (3.68) are still low, while Digital Skills (3.52) and Digital Culture (3.84) need to be strengthened (Katadata Insight Center & Keminfo., 2021). Ironically, the Bugis-Makassar community in Indonesia has a noble value system called Pangadereng , which consists of five main pillars: Ade' (custom), Rapang (customary law guidelines), Bicara (justice), Wari' (social stratification), and Sara' (religious teachings) (Mattulada, 1998 ; Rahman et al., 2022 ). These values have the potential to form the basis for character building and digital media ethics, but initial observations in 14 junior high schools in Makassar show that the application of these cultural values is still limited to stories and has not been systematically integrated into digital pedagogy. Previous studies have shown that cultural integration in learning can increase social empathy (Uge et al., 2019 ), strengthen multicultural education (Lestari & Fitroh, 2023 ), and increase learning motivation through digital comics (Widyasari & Nurcahyani, 2021 ). However, these studies have not comprehensively combined local cultural approaches with interactive digital media. In addition, there is still limited research that analyzes in depth the use of digital technology by students, taking into account cultural backgrounds and its impact on achievement (Limniou, 2021 ). Based on these gaps, this study developed the E-Comic-assisted IQRA Model based on Pangadereng cultural values as a digital pedagogical innovation that integrates cultural wisdom with digital competence . This model was designed based on the principles of Culturally Responsive Teaching (Gay, 2018 ) and Digital Ethnopedagogy to strengthen students' digital literacy and character. This study aims to (1) analyze the integration of Pangadereng values in social studies learning and the digital literacy skills of junior high school students in Makassar City, and (2) validate the design of the IQRA learning model assisted by E-Comics based on Pangadereng cultural values. Literature Review Theoretical Foundation of the IQRA Model and the Culturally Responsive Teaching (CRT) Approach The IQRA model refers to Vygotsky's constructivist theory (1978), which emphasizes the importance of social and cultural interaction in knowledge formation. The four IQRA syntaxes (Identification, Questioning, Reasoning, and Application) reflect deep learning (deep learning) (Biggs et al., 2022 ) which guides students to recognize social phenomena, ask reflective questions, reason based on evidence, and apply value-based solutions. The Culturally Responsive Teaching (CRT) approach is a pedagogical framework centered on using students' cultural backgrounds, experiences, and performance to make teaching more relevant and effective (Gay, 2018 ). CRT departs from the assumption that students' cultures are valuable assets in the learning process, not obstacles. Ladson-Billings ( 2014 ) identifies three main pillars of CRT: (a) Academic Achievement, which is ensuring that students achieve high academic standards; (b) Cultural Competence, which is helping students develop and maintain their cultural identity while learning about other cultures; and (c) Critical Sociopolitical Consciousness, which is equipping students with the ability to identify, analyze, and overcome social. In the context of learning, the application of CRT includes: (a) Recognizing and utilizing students' prior knowledge and experiences as a basis for learning; (b) Creating a learning environment that is inclusive and affirmative of students' cultural identities; (c) Using teaching methods that are diverse and relevant to the learning styles of students from different cultural backgrounds; and (d) Teaching that encourages critical thinking about social issues and justice (Gay, 2018 ; Ladson-Billings, 2014 ). Several studies show that the application of CRT can increase learning motivation, student engagement, and learning outcomes, especially among students from minority groups or diverse cultural (Cruz et al., 2020 ; Idrus & Sohid, 2023 ; Rahmawati et al., 2020 ). Conceptual Model Framework of CRT and CSP for Digital Literacy This framework combines Culturally Responsive Teaching (CRT) and Culturally Sustaining Pedagogy (CSP), which positions culture as a learning asset and encourages the preservation of cultural practices (Gay, 2018 ; Ladson-Billings, 2014 ; Paris & Alim, 2017 ) with the concepts of funds of knowledge and community cultural wealth, which view community cultural capital as a resource for learning (Moll et al., 2006 ; Yosso, 2005 ). Based on sociocultural theory and communities of practice, competence is understood to be formed through cultural mediation and meaningful participation (Lave & Wenger, 1991 ; Vygotsky, 1978 ), while Self-Determination Theory explains the role of autonomy, competence, and relatedness in sparking learning motivation (Deci & Ryan, 2000 ). ICT integration is designed through TPACK and SAMR and its load is managed using cognitive load theory (Mishra & Koehler, 2006 ; Puentedura, 2014 ; Sweller, 2011 ). The outcomes are aligned with the global digital literacy framework (Carretero et al., 2022 ; UNESCO, 2020 ) and the principles of digital citizenship (Ribble, 2015 ), as well as being in line with intercultural competencies and GCED (Deardorff, 2006 ; UNESCO, 2015 ). In the CRT and Pangadereng Conceptual Model, the values of Ade’, Bicara’, Rapang’, Wari’ , and Sara’ function as mediated cultural mechanisms that strengthen the effectiveness of CRT practices in shaping norms, roles, and morality, thereby triggering meaningful participation, self-regulation, and social responsibility, which ultimately enhance the pillars of digital literacy (skills, safety, culture/ethics). Pangadereng Values Pangadereng is a system of values and philosophy of life of the Bugis-Makassar people of Indonesia that has been passed down from generation to generation. This concept consists of five core elements: Ade' (custom) and bicara (rules) values, rapang' (customary law guidelines) values, wari' (social stratification) values, and sara' (religious teachings) (Mattulada, 2021 , 1998 ; Rahman et al., 2022 ). These values form a moral and social framework that guides individual behavior and interactions within Bugis-Makassar society. In the context of education, the integration of Pangadereng values can strengthen students' character, foster pride in local culture, and equip them with a strong moral foundation to face modern challenges (Lapasere, et al., 2025 ; Yusuf, et al., 2022 ). For example, the value of ade’ ( custom ) teaches the importance of obedience to rules and ethics, which is relevant to digital ethics. The value of bicara' (rules) emphasizes the importance of honesty and responsibility in communication, including digital communication. The value of rapang' (customary law guidelines) can be interpreted as the courage to express opinions responsibly and face challenges in the virtual world. The integration of local values such as Pangadereng into the national curriculum, especially social studies, has been supported by various studies as an effort to create education that is relevant and rooted in the identity of the nation (Mu’ti, 2025 ; Nursalam, 2020 ; Pike, 2000 ; Purnamasari & Makmur, 2022 ). Digital Literacy Skill Digital literacy skills are an individual's ability to find, evaluate, create, and communicate information using information technology and digital networks, as well as understand the issues underlying the use of such technology (Eshet, 2021 ; Serafin, 2022 ). Digital literacy is not only a technical skill, but also involves cognitive, affective, and ethical dimensions. The main components of digital literacy according to Japelidi (2018) in Adikara et al ( 2021 ), include: Skills in Accessing and Managing Information: The ability to search for, find, filter, and store information effectively in a digital environment. Skills in Understanding and Evaluating Information: The ability to analyze the credibility, relevance, and objectivity of information found online. Skills in Creating and Innovating: The ability to create new digital content, modify existing content, and participate in digital innovation. Communication and Collaboration Skills: The ability to interact effectively and responsibly through various digital platforms. Digital Safety and Security Skills: Understanding of online risks, data privacy, and how to protect oneself from cyber threats. Digital Ethics Skills: Understanding of responsible and ethical behavior norms in the digital environment. According to UNESCO ( 2020 ) digital literacy is the ability to use information and communication technology (ICT) to find, evaluate, utilize, create, and communicate content or information with cognitive, ethical, social-emotional, and technical or technological skills. Based on this definition, the indicators of digital literacy according to UNESCO ( 2020 ) can be outlined in Table 1, which presents the pillars or key competencies of digital literacy: Tabel 1. Pillars or Competencies and Indicators of Digital Literacy No Pillar or Competency Indicator 1 Digital Skills/Competence Pillar a. Technical ability to operate hardware and software (e.g., computers, smartphones , applications). b. Ability to search for and process information effectively c. Ability to use various digital applications and platforms effectively 2 Digital Safety/Security Pillar a. Understanding of online privacy and the importance of protecting personal data. b. The ability to protect oneself from digital threats such as online fraud, malware , and cyberbullying . 3 Digital Culture a. The formation of positive habits and values in using digital technology. b. Understanding of behavioral norms in the virtual world. c. Respecting digital copyright and intellectual property. d. Positive participation in digital communities. 4 Digital Ethics Pillars a. Understanding responsible online behavior norms. b. Awareness of the consequences of digital actions. c. The importance of maintaining harmony and mutual respect in digital interactions. Sumber: UNESCO ( 2020 ) Research Methods Research Design This research uses the Research and Development (R&D) method based on the Borg & Gall model (2013) to produce a valid and applicable learning model. The following are the stages of the modified Borg & Gall model: Research Subjects and Location The research was conducted in 14 public junior high schools in Makassar based on subdistrict areas with 14 social studies teachers and 345 seventh-grade students selected using purposive sampling. Data Collection Techniques Table 2 Data Collection Techniques Type of Data Technique Purpose Qualitative Interviews with teachers and students Identify cultural values and learning practices Quantitative Likert scale 1–5 questionnaire Measuring understanding of Pangadereng values and digital literacy Validation Assessment by subject matter experts, media, culture, and practitioners Assessing the suitability of the model and media Source: Researcher Data Processing Results 2025 Data Analysis Techniques Survey data was analyzed using descriptive statistics (Riduwan, 2020 ; Sugiyono., 2022) with the following assessment categories: Table 3 Assessment Categories Score Range Category 4.20–5.00 Very Good 3.40–4.19 Good 2.60–3.39 Fair 1.80–2.59 Poor 1.00–1.79 Very low Source: (Riduwan, 2020 ) Expert Validation Analysis Table 4 Validation Assessment Categories V Score Category 4.20–5.00 Highly Valid 3.40–4.19 Valid 2.60–3.39 Fair 1.80–2.59 Poor 1.00–1.79 Not Valid Source: (Riduwan, 2020 ) Meanwhile, qualitative analysis uses the Miles and Huberman mode (2014): data reduction, presentation, conclusion drawing, to find themes of cultural value integration in learning practices. Research Findings Integration of Pangadereng Values in Social Studies Learning and Digital Literacy Skills of Junior High School Students in Makassar City Interviews with 14 social studies teachers based on subdistricts in Makassar City, Indonesia, showed that Pangadereng values have been integrated to a limited extent in seventh-grade social studies learning, particularly in the subject of Community Empowerment, although they are not explicitly mentioned in textbooks. Examples include local stories, class discussions, and examples from everyday life. Table 5 Integration of Pangadereng Values by Social Studies Teachers Pangadereng Values Meaning Average Score Category Ade Lifestyle and manners 4.3 Good Rapang Social exemplary behavior 4.2 Good Bicara Social justice 4.10 Good Wari' Social stratification 4.0 Fair Sara’ Religious harmony 4.4 Very Good Overall Average 4.2 Good Source: Researcher data analysis 2025 Table 5 shows that social studies teachers teach moral and spiritual values ( Ade' , Sara' ) more often than structural social values ( Wari' ). This indicates that social studies learning is still oriented towards shaping individual character and has not maximized the development of students' critical social awareness. The following graph shows the average results of the integration of Pangadereng values in social studies learning based on interviews with 14 social studies teachers in Makassar City, Indonesia. Results of the questionnaire analysis given to 345 seventh-grade students from 14 public junior high schools based on subdistrict areas in Makassar City, related to students' understanding of Pangadereng values, cultural integration in social studies learning, and students' digital literacy levels. Table 6 Students' Understanding of Pangadereng Values Pangadereng Values Percentage of Students (%) Ade' (way of life/customs) 75 Sara' (customary guidelines) 61 Bicara (legal/justice rules) 48 Rapang (social stratification) 42 Wari' (religious teachings) 35 Source: Results of the 2025 Researcher Questionnaire Students' understanding of spiritual moral values ( Ade' , Sara' ) is dominant, while their understanding of justice and social structure is still low. This indicates the need for learning strategies that present real social contexts through visual digital media so that social values are more internalized. Meanwhile, the results of the student questionnaire regarding the integration of cultural values in social studies learning are shown in Table 6 below: Table 7 Integration of Cultural Values in Social Studies Learning Aspect of Integration Percentage of Students (%) Teachers relate IPS to local culture 68 Local examples make it easier 55 Access to digital social studies materials 36 Enjoy digital-based e-comics 82 Source: Results of the 2025 Researcher Questionnaire Graph 3 shows that 68% of students admit that teachers have linked social studies to local cultural values, especially in the aspects of mutual cooperation, tolerance, and social justice. However, only 55% of students feel that local examples help their understanding. This indicates that cultural integration is still incidental and not yet comprehensive in the social studies learning structure. In terms of digital literacy, 87% of students use gadgets every day, but only 36% access digital-based social studies materials. As many as 82% of students hope for social studies learning based on e-comics or interactive digital media that contain Pangadereng values. Table 8 Digital Literacy Levels of Junior High School Students in Makassar City (Four Pillars of the Ministry of Communication and Information Technology, 2021 (Katadata Insight Center & Keminfo., 2021) Aspects of Digital Literacy Percentage (%) Category Digital Skills 59 Adequate Digital Safety 37 Low Digital Ethics 58 Moderate Digital Culture 63 Sufficient Source: Results of the 2025 Researcher Questionnaire The following is a visual graph showing the digital literacy level of students in 14 public junior high schools based on subdistrict in Makassar City: Based on the visual representation above, it shows that: Digital Skills: Most students are already able to use basic applications (browsers, social media, simple Canva). However, their analytical skills in filtering information are still low (around 59% admit to having difficulty distinguishing between valid sources and hoaxes). Digital Safety (Security): Only 37% of students understand the importance of data privacy, while the rest often share personal information on social media. Digital Ethics: 58% of students stated that they had been taught digital ethics by their teachers, but implementation is still weak, such as in the use of polite language in online groups. Digital Culture: 63% of students agree that local cultural values (such as Ade', Sara' ) can be used as guidelines for behavior in the digital space, but this is rarely practiced in reality. Results of the Validation of the IQRA Model in the Form of E-comics Based on Pangadereng Values to Improve the Digital Literacy Skills of Junior High School Students in Makassar The IQRA Model syntax consists of four main stages, namely Identification, Questioning, Reasoning , and Application . The e-comics developed in this model are designed to feature Bugis-Makassar characters, raise socio-cultural conflicts, and integrate the values of Ade' , Rapang' , Bicara' , Wari' , and Sara '. This IQRA model assisted by e-comics is structured with an emphasis on the integration of the four main syntaxes, e-comic media, and Pangadereng values, which are reflected through the activities of teachers and students at each stage of learning. The description of the IQRA model syntax assisted by e-comics is as follows: Tabel 9. Desain Sintaks Model IQRA Berbantuan E-komik Syntax Stage Teacher Activities Student Activities Integration of E-Comics and Pangadereng Expected Output Identification (I) ● Raising socio-cultural issues through E-comics. ● Relate issues to learning objectives. ● Observing the content of E-comics. ● Identifying socio-cultural issues (e.g., hoaxes, online ethics, intolerance). ● E-comics contain contextual stories from Makassar. ● Pangadereng Values: Ade' (ethics), Wari' (diversity) Students recognize real-world problems and understand their connection to cultural values. Questioning (Q) Guiding students to formulate critical questions about emerging issues. Formulating investigative questions (e.g., "How does the value of Bicara prevent hoaxes?"). ● E-comics trigger open-ended questions. ● Pangadereng values: speaking (legal rules), Ade' (self-respect). Develop critical questioning skills related to digital literacy and culture. Reasoning (R) ● Facilitating group discussions using e-comics and social studies resources. ● Connecting students' arguments with social theory and cultural values. ● Analyzing information from comics and digital sources. ● Developing logical arguments accompanied by Pangadereng values. ● E-comics as case studies. ● Pangadereng values: Rapang (consequences of behavior), Wari' (respecting differences). Students develop reasoning skills and critical thinking. Application (A) ● Assigning a project to create a new e-comic about digital ethics and culture. ● Providing value-based feedback. ● Create an educational e-comic containing solutions to socio-cultural problems. ● Presenting the results of the work. ● E-comic project based on real issues. ● Pangadereng Values: Sara' (moral foundation). Students apply digital literacy in real-world projects based on local wisdom. Source: Researcher Analysis Results 2025 Expert validation of the E-comic-assisted IQRA Model obtained an overall average score of 4.30 (Valid). The assessment shows: Social Studies Experts (4.30) on the aspect of content suitability with the curriculum, Media Experts (4.22) on the aspect of visual design and readability, Cultural Experts (4.30) on the aspect of the authenticity of Pangadereng values, Practitioner Expert (4.34) on the aspect of feasibility of implementation in the classroom, and Syntax Expert (4.35) on the aspect of IQRA syntax consistency. These results confirm that the IQRA Model assisted by e-comics is considered valid by experts from various aspects, so it is feasible to use with minor revisions for improvement. The following are the results of expert validation of the IQRA and E-comic models. Table 10 Average Results of Expert Validation of the IQRA Model and E-comic Design Validator Evaluated Aspect Average Score Category Social Studies Subject Matter Expert Content alignment with the curriculum 4.3 Valid Media Expert Visual design, readability 4.22 Valid Cultural Expert Authenticity of Pangadereng values 4.30 Valid Practitioner Expert Classroom Suitability 4.34 Valid Syntax Expert Syntax consistency IQRA 4.35 Valid Overall Average 4.30 Valid Source: Researcher Analysis Results 2025 The validation results show that the IQRA-E-Comic Model is suitable for use. Media experts assess its communicative and user-friendly appearance, while cultural experts assess the authentic representation of Pangadereng values. Practicing teachers consider this model relevant to the digital context of students and the independent curriculum. Discussion This study found a conceptual model developed by researchers by combining the principles of Culturally Responsive Teaching (Gay, 2018 ; Ladson-Billings, 2014 ), Culturally Sustaining Pedagogy (Paris & Alim, 2017 ), the global digital literacy framework (Carretero et al., 2022 ; UNESCO, 2020 ), and sociocultural theory (Lave & Wenger, 1991 ; Vygotsky, 1978 ). The Pangadereng values ( ade’, bicara’, rapang’, wari’, sara’ ) are positioned as local cultural capital that is integrated into CRT practices, in line with the concepts of funds of knowledge (Ali & Hashim, 2022 ) and community cultural wealth (Acevedo & Solorzano, 2023 ; Yosso, 2005 ). The integration of the values of ade’, bicara’, rapang’, wari’, and sara’ into the learning syntax (Identification, Questioning, Reasoning, Application) enables social studies learning to be more meaningful because it is not only oriented towards knowledge transfer but also encourages cultural internalization and digital character building. The conceptual model above illustrates how the Culturally Responsive Teaching (CRT) approach, which consists of academic achievement, cultural competence, and socio-political awareness, is integrated with Pangadereng values ( Ade', Bicara', Rapang', Wari', Sara' ). This integration forms the basis for the development of digital literacy in junior high school students, which includes digital skills, digital security, culture, and digital ethics. The visualization of this model clarifies the synergy between the modern pedagogical framework and local wisdom. The integration of Pangadereng values in social studies learning creates a more meaningful and contextual learning experience. Through the application of the E-Comic-assisted IQRA Model, students not only become technology users but also develop into critical, ethical, and responsible digital citizens. This is in line with Pangrazio & Sefton-Green's view (2023), which emphasizes that digital literacy should not be understood only as technical skills, but as moral literacy that includes ethical and cultural awareness. Within the framework of Culturally Responsive Teaching (CRT) and Culturally Sustaining Pedagogy (CSP), the values of ade’ , bicara , rapang , wari , and sara’ function as mediated cultural mechanisms that strengthen the effectiveness of culture-based pedagogical practices. Gay ( 2018 ) states that the CRT approach can increase engagement and learning achievement when culture is placed as the foundation of learning. Similarly, Paris ( 2021 ) emphasizes that CSP not only responds to students' cultures but also preserves their cultural practices as learning assets. The findings of this study indicate that the implementation of Pangadereng values in IQRA syntax can increase meaningful participation, self-regulation, and social responsibility among students. This supports the findings of Kim et al ( 2023 ) in Korea, who found that digital storytelling increases social empathy, as well as Schaffar & Wolff ( 2024 ) in Finland, who emphasized the integration of local values in phenomenon-based learning as a means of cultural literacy. In the context of Southeast Asia, research by Uge et al ( 2019 ) and Syaharuddin et al ( 2025 ) shows that learning based on local wisdom is effective in shaping social character, but has not yet been integrated with digital technology. This research fills this gap through the use of locally-based E-Comic media that is digitally designed and interactive. Empirically, research findings show that learning based on the IQRA Model and E-Comics can transform students from mere users of technology into critical, reflective, and ethical digital citizens. Thus, the Pangadereng-based IQRA Model assisted by E-Comics is not only effective in improving the digital literacy skills of junior high school students, but also contributes to the development of Culturally Responsive Digital Pedagogy as a strategic approach in character-based social studies education. The implementation of this model is recommended to be developed widely in technology-based learning and can serve as a reference in the development of digital learning designs that are oriented towards global culture and ethics Conclusion Based on the results of the research and discussion, the conclusions of this study can be formulated as follows: This study successfully developed the IQRA Learning Model assisted by E-Comics based on Pangadereng values, which proved to be valid, contextual, and suitable for use in social studies learning in junior high schools. The integration of IQRA syntax with the values of Ade ’, Bicara ’, Rapang’ , Wari’ , and Sara’ was able to strengthen students' digital literacy, cultural awareness, and social character through a combination of digital pedagogy and local wisdom. Theoretically, this study expands the development of Culturally Responsive Digital Pedagogy by combining the principles of CRT and Culturally Sustaining Pedagogy (CSP) within the framework of digital ethnopedagogy. This model shows that culture based E-Comic media can improve students' analytical skills, reflective attitudes, and ethical behavior in dealing with social issues in the digital space, thereby making social studies learning more meaningful and relevant. This study provides practical contributions for social studies teachers, namely by providing a learning model that can be directly applied to integrate local cultural values into technology based learning practices. These findings also open up opportunities for further research to quantitatively test the effectiveness of the IQRA-E-Comic model in improving learning outcomes, digital literacy, and broader social character building among students. Implications and Recommendations These findings have significant practical implications for education in Makassar City, South Sulawesi, and other regions in Indonesia, as well as internationally in areas rich in local culture. The CRT approach, which synergizes with local wisdom, is an effective learning model for digital literacy in a multicultural context. It strengthens digital character education and encourages the development of culturally relevant curricula, while also demanding improved teacher competence in culturally responsive pedagogy. The recommendations in this study are as follows: For the Education Office and Policy Makers: Encourage the adoption of the Pangadereng CRT learning model, develop relevant modules, and conduct teacher training. For Principals and Social Studies Teachers: Implement active learning strategies that integrate technology and cultural values, and become ethical digital role models. For Researchers: Continue studies with broader coverage or mixed methods for in-depth insights and long-term impacts, and explore change mechanisms more deeply to further test the external validity of the conceptual model. Declarations Acknowledgments The authors would like to express their sincere gratitude to Universitas Negeri Makassar for supporting this research through a Fundamental-Regular Research Grant provided by the Kementerian Pendidikan Tinggi, Sains dan Teknologi (Kemdiktisaintek) under Contract Number: 2906/UN36.11/TU/2025. Authorship contribution statement Hasni: Conceptualization, Methodology, Investigation, Writing – original draft. Muhammad Syukur: Methodology, Formal analysis, Data curation, Writing – review & editing. Bahri: Investigation, Validation, Resources, Writing – review & editing. Shabrina Syntha Dewi: Data curation, Visualization, Software, Writing – review & editing. Mina Holilah: Supervision, Project administration, Writing – review & editing. Funding This research was supported by Universitas Negeri Makassar through a Fundamental-Regular Research Grant from the Kementrian Pendidikan Tinggi, Sains dan Teknologi (Kemdiktisaintek) with Contract Number: 2906/UN36.11/TU/2025. Data avallability The data supporting the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to ethical considerations and restrictions related to participant confidentiality and educational institutional policies. Anonymized data are available from the corresponding author upon reasonable request. Competing interests The author declares that there are no competing interests. Ethics approval This research has been approved by the Human Research Ethics Committee of Makassar State University (Reference: 3101/UN36.11/TU/2025), South Sulawesi Provincial Government Investment and One-Stop Integrated Services Agency (Reference: 16740/S.01/PTSP/2025), Makassar City Government Education Agency (000.9/7/Disdik/VIII/2025) Makassar, Indonesia. All methods used were carried out in accordance with the guidelines and regulations of the Makassar State University Human Research Ethics Committee (Reference: 3101/UN36.11/TU/2025), South Sulawesi Provincial Government Investment and One-Stop Integrated Services Agency (Reference: 16740/S.01/PTSP/2025), Makassar City Government Education Agency (000.9/7/Disdik/VIII/2025) Makassar, Indonesia. Consent to participate Informed consent was obtained from the parents or legal guardians of all participants prior to their involvement in the study. Assent was also obtained from the participants themselves. Participation was voluntary, and participants and their parents were informed about the purpose of the research, procedures, and the right to withdraw at any time without penalty. Consent for publication No individual-level identifiable data or images are included in this article. Therefore, consent for publication is not applicable. ORCID iDs Hasni https://orcid.org/0009-0006-3150-7359 Muhammad Syukur https://orcid.org/0000-0002-2547-6107 Bahri https://orcid.org/0000-0002-5221-2414 Shabrina Syntha Dewi – Mina Holilah https://orcid.org/0000-0002-8772-5164 About The Authors Hasni is an Assistant Professor at the Department of History and Social Science Education, Faculty of Social Sciences and Law, Makassar State University, Indonesia. She completed her doctoral studies at the Social Science Study Program, Postgraduate School, University of Education Indonesia, Bandung. She has published a number of papers in various journals and books related to the study of the development of local wisdom-based teaching materials, social studies learning media, and social studies learning models. Her areas of study include social studies textbook studies, social studies capita selecta, social studies learning strategies and media, socio-cultural changes and developments in Indonesia, social research methodology, and his interests include developing social studies learning models and media, and digital literacy. Prof. Dr. Muhammad Syukur, Professor at the Departement Sociology and Anthropology, Faculty of Social Science and Low, Makassar State University. His research focuses into the development of small and medium enterprises, rural community poverty, sociology of education, and social change at rural community. Bahri is a lecturer at the Department of History and Social Science Education, Faculty of Social Sciences and Law, Makassar State University, Indonesia. He completed his doctoral studies at the Education Technology Study Program, Postgraduate School, Jakarta State University of Indonesian Education, Bandung. He has published a number of papers in various journals and books related to the study of the development of teaching materials based on local wisdom. Shabrina Syntha Dewi is one of the lecturers at the Department of Informatics and Computer Engineering, Faculty of Engineering, Makassar State University, Indonesia. She has completed her Master's degree in Technology and Vocational Education Study Program, Yogyakarta State University. She has published a number of scientific papers on the theme of learning methods, learning media development, apprenticeship and digital literacy. His subject areas include Introduction to Computer Science, Computer Organization and Architecture, Database, Data Communication, Operating System, Learning Strategy, Learning Planning, Learning Evaluation, Entrepreneurship. Mina Holilah is an Assistant Professor at the Department of Social Science Education, Faculty of Social Science Education, Universitas Pendidikan Indonesia, Indonesia. She completed her Master's degree in Social Science Education Study Program, Postgraduate School, Universitas Pendidikan Indonesia, Bandung. He is currently pursuing his Doctoral studies in the Educational Research and Evaluation Study Program, Yogyakarta State University. He has published a number of papers in various journals and books related to learning planning and evaluation, development of teaching materials and digital-based media with local wisdom content, and social skills studies in Social Studies Education. References Acevedo N, Solorzano DG. An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism. Urban Educ. 2023;58(7):1470–88. https://doi.org/10.1177/00420859211016531 . Adikara GJ, Kurnia N, Adikara GJ, Kurnia N, Adhrianti L, Astuty S, Wijayanto XA, Desiana F, Astuti SI. 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2","display":"","copyAsset":false,"role":"figure","size":131890,"visible":true,"origin":"","legend":"\u003cp\u003eIntegration of \u003cem\u003ePangadereng\u003c/em\u003evalues in social studies learning based on teacher assessment\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-8465107/v1/39f7151d4d0b0c1f487ecc11.png"},{"id":100698981,"identity":"90e50c60-f2c2-494b-ae1d-ed231f5003cd","added_by":"auto","created_at":"2026-01-20 15:31:28","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":141622,"visible":true,"origin":"","legend":"\u003cp\u003eIntegration of cultural values and digital literacy in social studies learning\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-8465107/v1/1aaf3204894236a50b18df51.png"},{"id":100698988,"identity":"13aad220-dcc4-4c59-bbaf-e87320d15a82","added_by":"auto","created_at":"2026-01-20 15:31:34","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":72662,"visible":true,"origin":"","legend":"\u003cp\u003eDigital literacy levels of junior high school students in Makassar based on the four pillars of (Source: Katadata Insight Center \u0026amp; Keminfo., 2021)\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-8465107/v1/788fd57e222f08f66dbc5b27.png"},{"id":100698897,"identity":"b2367396-aa53-44d7-ab0b-9ce0bc0882cc","added_by":"auto","created_at":"2026-01-20 15:30:45","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":208383,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Model: Synergy of CRT and \u003cem\u003ePangadereng \u003c/em\u003ein Digital Literacy\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-8465107/v1/fa2f79979809a442636f3194.png"},{"id":100706728,"identity":"bfb4df5a-0505-4e6a-93cd-41ccf3739592","added_by":"auto","created_at":"2026-01-20 17:09:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1719254,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8465107/v1/6618b38b-e28e-4bd3-92b1-156087b755b0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"An IQRA Digital Pedagogy Model Integrating Pangadereng Values Through E Comics to Improve Digital Literacy in Social Studies","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe transformation of global education in the 21st century requires students to master critical thinking, collaborative skills, digital communication, and cultural awareness in order to shape digital citizenship as an integral part of the curriculum (Buchholz et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; OECD., 2023). With the development of digital pedagogy, technological devices no longer function merely as complementary tools, but have become key elements in modern learning environments that emphasize literacy (Fang \u0026amp; Robertson, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Haleem et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Yun \u0026amp; Kim, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Governments and educational institutions worldwide have invested heavily in digital infrastructure, including digital textbooks, artificial intelligence (AI)-based learning platforms, and personalized adaptive learning systems (K. Ministry of Education, 2023; S. Ministry of Education, 2021; Tour \u0026amp; Zadorozhnyy, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eGlobally, the integration of local culture into educational technology has been strategically implemented. South Korea has developed Digital Han-Style Education, which combines the values \u003cem\u003eof jeong\u003c/em\u003e, representing harmony and social warmth, with interactive technology to foster digital empathy (Kim et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Finland implements \u003cem\u003ePhenomenon-Based Learning\u003c/em\u003e, which connects the local cultural context with digital project-based learning to develop critical thinking and collaboration (Schaffar \u0026amp; Wolff, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Japan, through \u003cem\u003eits Moral Digital Education Framework\u003c/em\u003e, emphasizes media ethics education based on \u003cem\u003ebunkyo\u003c/em\u003e values as part of digital character building (Roesgaard, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). These global findings confirm that integrating culture into digital pedagogy can simultaneously improve empathy, morality, and technological literacy.\u003c/p\u003e \u003cp\u003eHowever, in Indonesia, social studies learning practices have not fully implemented this integration. Teachers generally still focus on conveying concepts without applying strategies based on local culture aided by digital technology (Fitriadi et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Syaharuddin et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Despite high internet penetration (91.4%), adolescents aged 13\u0026ndash;18 years actively use the internet (APJII, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The level of digital literacy and media ethics is still in the moderate category (Kominfo, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The 2022 National Digital Literacy Index shows that Digital Security (3.12) and Digital Ethics (3.68) are still low, while Digital Skills (3.52) and Digital Culture (3.84) need to be strengthened (Katadata Insight Center \u0026amp; Keminfo., 2021).\u003c/p\u003e \u003cp\u003eIronically, the Bugis-Makassar community in Indonesia has a noble value system \u003cem\u003ecalled Pangadereng\u003c/em\u003e, which consists of five main pillars: \u003cem\u003eAde'\u003c/em\u003e (custom), \u003cem\u003eRapang\u003c/em\u003e (customary law guidelines), \u003cem\u003eBicara\u003c/em\u003e (justice), \u003cem\u003eWari'\u003c/em\u003e (social stratification), and \u003cem\u003eSara'\u003c/em\u003e (religious teachings) (Mattulada, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; Rahman et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These values have the potential to form the basis for character building and digital media ethics, but initial observations in 14 junior high schools in Makassar show that the application of these cultural values is still limited to stories and has not been systematically integrated into digital pedagogy.\u003c/p\u003e \u003cp\u003ePrevious studies have shown that cultural integration in learning can increase social empathy (Uge et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), strengthen multicultural education (Lestari \u0026amp; Fitroh, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and increase learning motivation through digital comics (Widyasari \u0026amp; Nurcahyani, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, these studies have not comprehensively combined local cultural approaches with interactive digital media. In addition, there is still limited research that analyzes in depth the use of digital technology by students, taking into account cultural backgrounds and its impact on achievement (Limniou, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBased on these gaps, this study developed the E-Comic-assisted IQRA Model based on \u003cem\u003ePangadereng\u003c/em\u003e cultural values as a digital pedagogical innovation that integrates \u003cem\u003ecultural wisdom\u003c/em\u003e with \u003cem\u003edigital competence\u003c/em\u003e. This model was designed based on the principles \u003cem\u003eof\u003c/em\u003e Culturally Responsive Teaching (Gay, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and \u003cem\u003eDigital Ethnopedagogy\u003c/em\u003e to strengthen students' digital literacy and character. This study aims to (1) analyze the integration of \u003cem\u003ePangadereng\u003c/em\u003e values in social studies learning and the digital literacy skills of junior high school students in Makassar City, and (2) validate the design of the IQRA learning model assisted by E-Comics based on \u003cem\u003ePangadereng\u003c/em\u003e cultural values.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eTheoretical Foundation of the IQRA Model and the Culturally Responsive Teaching (CRT) Approach\u003c/h2\u003e \u003cp\u003eThe IQRA model refers to Vygotsky's constructivist theory (1978), which emphasizes the importance of social and cultural interaction in knowledge formation. The four IQRA syntaxes (Identification, Questioning, Reasoning, and Application) reflect deep learning (deep learning) (Biggs et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) which guides students to recognize social phenomena, ask reflective questions, reason based on evidence, and apply value-based solutions.\u003c/p\u003e \u003cp\u003eThe Culturally Responsive Teaching (CRT) approach is a pedagogical framework centered on using students' cultural backgrounds, experiences, and performance to make teaching more relevant and effective (Gay, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). CRT departs from the assumption that students' cultures are valuable assets in the learning process, not obstacles. Ladson-Billings (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) identifies three main pillars of CRT: (a) Academic Achievement, which is ensuring that students achieve high academic standards; (b) Cultural Competence, which is helping students develop and maintain their cultural identity while learning about other cultures; and (c) Critical Sociopolitical Consciousness, which is equipping students with the ability to identify, analyze, and overcome social.\u003c/p\u003e \u003cp\u003eIn the context of learning, the application of CRT includes: (a) Recognizing and utilizing students' prior knowledge and experiences as a basis for learning; (b) Creating a learning environment that is inclusive and affirmative of students' cultural identities; (c) Using teaching methods that are diverse and relevant to the learning styles of students from different cultural backgrounds; and (d) Teaching that encourages critical thinking about social issues and justice (Gay, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ladson-Billings, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Several studies show that the application of CRT can increase learning motivation, student engagement, and learning outcomes, especially among students from minority groups or diverse cultural (Cruz et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Idrus \u0026amp; Sohid, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Rahmawati et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eConceptual Model Framework of CRT and CSP for Digital Literacy\u003c/h3\u003e\n\u003cp\u003eThis framework combines Culturally Responsive Teaching (CRT) and Culturally Sustaining Pedagogy (CSP), which positions culture as a learning asset and encourages the preservation of cultural practices (Gay, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ladson-Billings, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Paris \u0026amp; Alim, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) with the concepts of funds of knowledge and community cultural wealth, which view community cultural capital as a resource for learning (Moll et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Yosso, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Based on sociocultural theory and communities of practice, competence is understood to be formed through cultural mediation and meaningful participation (Lave \u0026amp; Wenger, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Vygotsky, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1978\u003c/span\u003e), while Self-Determination Theory explains the role of autonomy, competence, and relatedness in sparking learning motivation (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). ICT integration is designed through TPACK and SAMR and its load is managed using cognitive load theory (Mishra \u0026amp; Koehler, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Puentedura, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Sweller, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). The outcomes are aligned with the global digital literacy framework (Carretero et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and the principles of digital citizenship (Ribble, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), as well as being in line with intercultural competencies and GCED (Deardorff, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In the CRT and Pangadereng Conceptual Model, the values \u003cem\u003eof Ade\u0026rsquo;, Bicara\u0026rsquo;, Rapang\u0026rsquo;, Wari\u0026rsquo;\u003c/em\u003e, and \u003cem\u003eSara\u0026rsquo;\u003c/em\u003e function as mediated cultural mechanisms that strengthen the effectiveness of CRT practices in shaping norms, roles, and morality, thereby triggering meaningful participation, self-regulation, and social responsibility, which ultimately enhance the pillars of digital literacy (skills, safety, culture/ethics).\u003c/p\u003e \u003cp\u003e \u003cb\u003ePangadereng\u003c/b\u003e \u003cb\u003eValues\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cem\u003ePangadereng\u003c/em\u003e is a system of values and philosophy of life of the Bugis-Makassar people of Indonesia that has been passed down from generation to generation. This concept consists of five core elements: \u003cem\u003eAde'\u003c/em\u003e (custom) and \u003cem\u003ebicara\u003c/em\u003e (rules) values, \u003cem\u003erapang'\u003c/em\u003e (customary law guidelines) values, \u003cem\u003ewari'\u003c/em\u003e (social stratification) values, and \u003cem\u003esara'\u003c/em\u003e (religious teachings) (Mattulada, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; Rahman et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These values form a moral and social framework that guides individual behavior and interactions within Bugis-Makassar society.\u003c/p\u003e \u003cp\u003eIn the context of education, the integration of \u003cem\u003ePangadereng\u003c/em\u003e values can strengthen students' character, foster pride in local culture, and equip them with a strong moral foundation to face modern challenges (Lapasere, et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Yusuf, et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). For example, the value \u003cem\u003eof ade\u0026rsquo; (\u003c/em\u003ecustom\u003cem\u003e)\u003c/em\u003e teaches the importance of obedience to rules and ethics, which is relevant to digital ethics. The value \u003cem\u003eof bicara'\u003c/em\u003e (rules) emphasizes the importance of honesty and responsibility in communication, including digital communication. The value \u003cem\u003eof rapang'\u003c/em\u003e (customary law guidelines) can be interpreted as the courage to express opinions responsibly and face challenges in the virtual world. The integration of local values such as \u003cem\u003ePangadereng\u003c/em\u003e into the national curriculum, especially social studies, has been supported by various studies as an effort to create education that is relevant and rooted in the identity of the nation (Mu\u0026rsquo;ti, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Nursalam, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Pike, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Purnamasari \u0026amp; Makmur, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eDigital Literacy\u003c/b\u003e \u003cb\u003eSkill\u003c/b\u003e\u003c/p\u003e \u003cp\u003eDigital literacy skills are an individual's ability to find, evaluate, create, and communicate information using information technology and digital networks, as well as understand the issues underlying the use of such technology (Eshet, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Serafin, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Digital literacy is not only a technical skill, but also involves cognitive, affective, and ethical dimensions. The main components of digital literacy according to Japelidi (2018) in Adikara et al (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), include:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSkills in Accessing and Managing Information: The ability to search for, find, filter, and store information effectively in a digital environment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSkills in Understanding and Evaluating Information: The ability to analyze the credibility, relevance, and objectivity of information found online.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSkills in Creating and Innovating: The ability to create new digital content, modify existing content, and participate in digital innovation.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eCommunication and Collaboration Skills: The ability to interact effectively and responsibly through various digital platforms.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Safety and Security Skills: Understanding of online risks, data privacy, and how to protect oneself from cyber threats.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Ethics Skills: Understanding of responsible and ethical behavior norms in the digital environment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eAccording to UNESCO (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) digital \u003cem\u003eliteracy\u003c/em\u003e is the ability to use information and communication technology (ICT) to find, evaluate, utilize, create, and communicate content or information with cognitive, ethical, social-emotional, and technical or technological skills.\u003c/p\u003e \u003cp\u003eBased on this definition, the indicators of digital literacy according to UNESCO (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) can be outlined in Table\u0026nbsp;1, which presents the pillars or key competencies of digital literacy:\u003c/p\u003e \u003cp\u003eTabel 1. Pillars or Competencies and Indicators of Digital Literacy\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePillar or Competency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDigital Skills/Competence Pillar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ea. Technical ability to operate hardware and software (e.g., computers, \u003cem\u003esmartphones\u003c/em\u003e, applications).\u003c/p\u003e \u003cp\u003eb. Ability to search for and process information effectively\u003c/p\u003e \u003cp\u003ec. Ability to use various digital applications and platforms effectively\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDigital Safety/Security Pillar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ea. Understanding of online privacy and the importance of protecting personal data.\u003c/p\u003e \u003cp\u003eb. The ability to protect oneself from digital threats such as online fraud, \u003cem\u003emalware\u003c/em\u003e, and \u003cem\u003ecyberbullying\u003c/em\u003e.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDigital Culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ea. The formation of positive habits and values in using digital technology.\u003c/p\u003e \u003cp\u003eb. Understanding of behavioral norms in the virtual world.\u003c/p\u003e \u003cp\u003ec. Respecting digital copyright and intellectual property.\u003c/p\u003e \u003cp\u003ed. Positive participation in digital communities.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDigital Ethics Pillars\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ea. Understanding responsible online behavior norms.\u003c/p\u003e \u003cp\u003eb. Awareness of the consequences of digital actions.\u003c/p\u003e \u003cp\u003ec. The importance of maintaining harmony and mutual respect in digital interactions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eSumber: UNESCO (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"Research Methods","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis research uses the Research and Development (R\u0026amp;D) method based on the Borg \u0026amp; Gall model (2013) to produce a valid and applicable learning model. The following are the stages of the modified Borg \u0026amp; Gall model:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Subjects and Location\u003c/h3\u003e\n\u003cp\u003eThe research was conducted in 14 public junior high schools in Makassar based on subdistrict areas with 14 social studies teachers and 345 seventh-grade students selected using purposive sampling.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData Collection Techniques\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eData Collection Techniques\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Data\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTechnique\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePurpose\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQualitative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInterviews with teachers and students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIdentify cultural values and learning practices\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuantitative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLikert scale 1\u0026ndash;5 questionnaire\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMeasuring understanding of Pangadereng values and digital literacy\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eValidation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssessment by subject matter experts, media, culture, and practitioners\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAssessing the suitability of the model and media\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eSource: Researcher Data Processing Results 2025\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData Analysis Techniques\u003c/h3\u003e\n\u003cp\u003eSurvey data was analyzed using descriptive statistics (Riduwan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sugiyono., 2022) with the following assessment categories:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAssessment Categories\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScore Range\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.20\u0026ndash;5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery Good\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.40\u0026ndash;4.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.60\u0026ndash;3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFair\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.80\u0026ndash;2.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePoor\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.00\u0026ndash;1.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: (Riduwan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eExpert Validation Analysis\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eValidation Assessment Categories\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eV Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.20\u0026ndash;5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHighly Valid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.40\u0026ndash;4.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.60\u0026ndash;3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFair\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.80\u0026ndash;2.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePoor\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.00\u0026ndash;1.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot Valid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: (Riduwan, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eMeanwhile, qualitative analysis uses the Miles and Huberman mode (2014): data reduction, presentation, conclusion drawing, to find themes of cultural value integration in learning practices.\u003c/p\u003e"},{"header":"Research Findings","content":"\u003cp\u003e \u003cb\u003eIntegration of\u003c/b\u003e \u003cb\u003ePangadereng\u003c/b\u003e \u003cb\u003eValues in Social Studies Learning and Digital Literacy Skills of Junior High School Students in Makassar City\u003c/b\u003e\u003c/p\u003e \u003cp\u003eInterviews with 14 social studies teachers based on subdistricts in Makassar City, Indonesia, showed that \u003cem\u003ePangadereng\u003c/em\u003e values have been integrated to a limited extent in seventh-grade social studies learning, particularly in the subject of Community Empowerment, although they are not explicitly mentioned in textbooks. Examples include local stories, class discussions, and examples from everyday life.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIntegration of Pangadereng Values by Social Studies Teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePangadereng\u003c/em\u003e Values\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeaning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAverage Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAde\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLifestyle and manners\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eRapang\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial exemplary behavior\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eBicara\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial justice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eWari'\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial stratification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFair\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eSara\u0026rsquo;\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReligious harmony\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVery Good\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOverall Average\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e4.2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eGood\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eSource: Researcher data analysis 2025\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows that social studies teachers teach moral and spiritual values (\u003cem\u003eAde'\u003c/em\u003e, \u003cem\u003eSara'\u003c/em\u003e) more often than structural social values (\u003cem\u003eWari'\u003c/em\u003e). This indicates that social studies learning is still oriented towards shaping individual character and has not maximized the development of students' critical social awareness. The following graph shows the average results of the integration of \u003cem\u003ePangadereng\u003c/em\u003e values in social studies learning based on interviews with 14 social studies teachers in Makassar City, Indonesia.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eResults of the questionnaire analysis given to 345 seventh-grade students from 14 public junior high schools based on subdistrict areas in Makassar City, related to students' understanding of \u003cem\u003ePangadereng\u003c/em\u003e values, cultural integration in social studies learning, and students' digital literacy levels.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudents' Understanding of \u003cem\u003ePangadereng\u003c/em\u003e Values\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePangadereng\u003c/em\u003e Values\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage of Students (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAde'\u003c/em\u003e (way of life/customs)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eSara'\u003c/em\u003e (customary guidelines)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eBicara\u003c/em\u003e (legal/justice rules)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eRapang\u003c/em\u003e (social stratification)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eWari'\u003c/em\u003e (religious teachings)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: Results of the 2025 Researcher Questionnaire\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eStudents' understanding of spiritual moral values (\u003cem\u003eAde'\u003c/em\u003e, \u003cem\u003eSara'\u003c/em\u003e) is dominant, while their understanding of justice and social structure is still low. This indicates the need for learning strategies that present real social contexts through visual digital media so that social values are more internalized. Meanwhile, the results of the student questionnaire regarding the integration of cultural values in social studies learning are shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e6\u003c/span\u003e below:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIntegration of Cultural Values in Social Studies Learning\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAspect of Integration\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage of Students (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeachers relate IPS to local culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLocal examples make it easier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccess to digital social studies materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnjoy digital-based e-comics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e82\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: Results of the 2025 Researcher Questionnaire\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eGraph 3 shows that 68% of students admit that teachers have linked social studies to local cultural values, especially in the aspects of mutual cooperation, tolerance, and social justice. However, only 55% of students feel that local examples help their understanding. This indicates that cultural integration is still incidental and not yet comprehensive in the social studies learning structure. In terms of digital literacy, 87% of students use gadgets every day, but only 36% access digital-based social studies materials. As many as 82% of students hope for social studies learning based on e-comics or interactive digital media that contain \u003cem\u003ePangadereng\u003c/em\u003e values.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDigital Literacy Levels of Junior High School Students in Makassar City (Four Pillars of the Ministry of Communication and Information Technology, 2021 (Katadata Insight Center \u0026amp; Keminfo., 2021)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAspects of Digital Literacy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDigital Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAdequate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDigital Safety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDigital Ethics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDigital Culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSufficient\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eSource: Results of the 2025 Researcher Questionnaire\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe following is a visual graph showing the digital literacy level of students in 14 public junior high schools based on subdistrict in Makassar City:\u003c/p\u003e \u003cp\u003eBased on the visual representation above, it shows that:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Skills: Most students are already able to use basic applications (browsers, social media, simple Canva). However, their analytical skills in filtering information are still low (around 59% admit to having difficulty distinguishing between valid sources and hoaxes).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Safety (Security): Only 37% of students understand the importance of data privacy, while the rest often share personal information on social media.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Ethics: 58% of students stated that they had been taught digital ethics by their teachers, but implementation is still weak, such as in the use of polite language in online groups.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Culture: 63% of students agree that local cultural values (such as \u003cem\u003eAde', Sara'\u003c/em\u003e) can be used as guidelines for behavior in the digital space, but this is rarely practiced in reality.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eResults of the Validation of the IQRA Model in the Form of E-comics Based on\u003c/b\u003e \u003cb\u003ePangadereng\u003c/b\u003e \u003cb\u003eValues to Improve the Digital Literacy Skills of Junior High School Students in Makassar\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe IQRA Model syntax consists of four main stages, namely \u003cem\u003eIdentification, Questioning, Reasoning\u003c/em\u003e, and \u003cem\u003eApplication\u003c/em\u003e. The e-comics developed in this model are designed to feature Bugis-Makassar characters, raise socio-cultural conflicts, and integrate the values \u003cem\u003eof Ade'\u003c/em\u003e, \u003cem\u003eRapang'\u003c/em\u003e, \u003cem\u003eBicara'\u003c/em\u003e, \u003cem\u003eWari'\u003c/em\u003e, and \u003cem\u003eSara\u003c/em\u003e'. This IQRA model assisted by e-comics is structured with an emphasis on the integration of the four main syntaxes, e-comic media, and \u003cem\u003ePangadereng\u003c/em\u003e values, which are reflected through the activities of teachers and students at each stage of learning. The description of the IQRA model syntax assisted by e-comics is as follows:\u003c/p\u003e \u003cp\u003eTabel 9. Desain Sintaks Model IQRA Berbantuan E-komik\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSyntax Stage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher Activities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudent Activities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIntegration of E-Comics and \u003cem\u003ePangadereng\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eExpected Output\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIdentification (I)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e● Raising socio-cultural issues through E-comics.\u003c/p\u003e \u003cp\u003e● Relate issues to learning objectives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● Observing the content of E-comics.\u003c/p\u003e \u003cp\u003e● Identifying socio-cultural issues (e.g., hoaxes, online ethics, intolerance).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e● E-comics contain contextual stories from Makassar.\u003c/p\u003e \u003cp\u003e● \u003cem\u003ePangadereng\u003c/em\u003e Values: \u003cem\u003eAde'\u003c/em\u003e (ethics), \u003cem\u003eWari'\u003c/em\u003e (diversity)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStudents recognize real-world problems and understand their connection to cultural values.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestioning (Q)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGuiding students to formulate critical questions about emerging issues.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFormulating investigative questions (e.g., \"How does the value of \u003cem\u003eBicara\u003c/em\u003e prevent hoaxes?\").\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e● E-comics trigger open-ended questions.\u003c/p\u003e \u003cp\u003e● Pangadereng values: \u003cem\u003espeaking\u003c/em\u003e (legal rules), \u003cem\u003eAde'\u003c/em\u003e (self-respect).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDevelop \u003cem\u003ecritical questioning\u003c/em\u003e skills related to digital literacy and culture.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReasoning (R)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e● Facilitating group discussions using e-comics and social studies resources.\u003c/p\u003e \u003cp\u003e● Connecting students' arguments with social theory and cultural values.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● Analyzing information from comics and digital sources.\u003c/p\u003e \u003cp\u003e● Developing logical arguments accompanied by \u003cem\u003ePangadereng\u003c/em\u003e values.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e● E-comics as case studies.\u003c/p\u003e \u003cp\u003e● \u003cem\u003ePangadereng\u003c/em\u003e values: \u003cem\u003eRapang\u003c/em\u003e (consequences of behavior), \u003cem\u003eWari'\u003c/em\u003e (respecting differences).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStudents develop \u003cem\u003ereasoning skills\u003c/em\u003e and critical thinking.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eApplication (A)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e● Assigning a project to create a new e-comic about digital ethics and culture.\u003c/p\u003e \u003cp\u003e● Providing value-based feedback.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● Create an educational e-comic containing solutions to socio-cultural problems.\u003c/p\u003e \u003cp\u003e● Presenting the results of the work.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e● E-comic project based on real issues.\u003c/p\u003e \u003cp\u003e● Pangadereng Values: \u003cem\u003eSara'\u003c/em\u003e (moral foundation).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStudents apply digital literacy in real-world projects based on local wisdom.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003eSource: Researcher Analysis Results 2025\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eExpert validation of the E-comic-assisted IQRA Model obtained an overall average score of 4.30 (Valid). The assessment shows: Social Studies Experts (4.30) on the aspect of content suitability with the curriculum, Media Experts (4.22) on the aspect of visual design and readability, Cultural Experts (4.30) on the aspect of the authenticity of \u003cem\u003ePangadereng\u003c/em\u003e values, Practitioner Expert (4.34) on the aspect of feasibility of implementation in the classroom, and Syntax Expert (4.35) on the aspect of IQRA syntax consistency. These results confirm that the IQRA Model assisted by e-comics is considered valid by experts from various aspects, so it is feasible to use with minor revisions for improvement. The following are the results of expert validation of the IQRA and E-comic models.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAverage Results of Expert Validation of the IQRA Model and E-comic Design\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eValidator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvaluated Aspect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAverage Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Studies Subject Matter Expert\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eContent alignment with the curriculum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedia Expert\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVisual design, readability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCultural Expert\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAuthenticity of Pangadereng values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePractitioner Expert\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClassroom Suitability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSyntax Expert\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSyntax consistency IQRA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eOverall Average\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e4.30\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eValid\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eSource: Researcher Analysis Results 2025\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe validation results show that the IQRA-E-Comic Model is suitable for use. Media experts assess its communicative and user-friendly appearance, while cultural experts assess the authentic representation of Pangadereng values. Practicing teachers consider this model relevant to the digital context of students and the independent curriculum.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study found a conceptual model developed by researchers by combining the principles \u003cem\u003eof Culturally Responsive Teaching\u003c/em\u003e (Gay, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ladson-Billings, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Culturally Sustaining Pedagogy (Paris \u0026amp; Alim, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), the global digital literacy framework (Carretero et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and sociocultural theory (Lave \u0026amp; Wenger, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Vygotsky, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1978\u003c/span\u003e). The Pangadereng values (\u003cem\u003eade\u0026rsquo;, bicara\u0026rsquo;, rapang\u0026rsquo;, wari\u0026rsquo;, sara\u0026rsquo;\u003c/em\u003e) are positioned as local cultural capital that is integrated into CRT practices, in line with the concepts \u003cem\u003eof funds of knowledge\u003c/em\u003e (Ali \u0026amp; Hashim, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and \u003cem\u003ecommunity cultural wealth\u003c/em\u003e (Acevedo \u0026amp; Solorzano, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Yosso, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2005\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe integration of the values of ade\u0026rsquo;, bicara\u0026rsquo;, rapang\u0026rsquo;, wari\u0026rsquo;, and sara\u0026rsquo; into the learning syntax (Identification, Questioning, Reasoning, Application) enables social studies learning to be more meaningful because it is not only oriented towards knowledge transfer but also encourages cultural internalization and digital character building.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe conceptual model above illustrates how the Culturally Responsive Teaching (CRT) approach, which consists of academic achievement, cultural competence, and socio-political awareness, is integrated with Pangadereng values (\u003cem\u003eAde', Bicara', Rapang', Wari', Sara'\u003c/em\u003e). This integration forms the basis for the development of digital literacy in junior high school students, which includes digital skills, digital security, culture, and digital ethics. The visualization of this model clarifies the synergy between the modern pedagogical framework and local wisdom.\u003c/p\u003e \u003cp\u003eThe integration of \u003cem\u003ePangadereng\u003c/em\u003e values in social studies learning creates a more meaningful and contextual learning experience. Through the application of the E-Comic-assisted IQRA Model, students not only become technology users but also develop into critical, ethical, and responsible digital citizens. This is in line with Pangrazio \u0026amp; Sefton-Green's view (2023), which emphasizes that digital literacy should not be understood only as technical skills, but as \u003cem\u003emoral literacy\u003c/em\u003e that includes ethical and cultural awareness.\u003c/p\u003e \u003cp\u003eWithin the framework of \u003cem\u003eCulturally Responsive Teaching\u003c/em\u003e (CRT) and \u003cem\u003eCulturally Sustaining Pedagogy\u003c/em\u003e (CSP), the values \u003cem\u003eof ade\u0026rsquo;\u003c/em\u003e, \u003cem\u003ebicara\u003c/em\u003e, \u003cem\u003erapang\u003c/em\u003e, \u003cem\u003ewari\u003c/em\u003e, and \u003cem\u003esara\u0026rsquo;\u003c/em\u003e function as mediated cultural mechanisms that strengthen the effectiveness of culture-based pedagogical practices. Gay (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) states that the CRT approach can increase engagement and learning achievement when culture is placed as the foundation of learning. Similarly, Paris (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasizes that CSP not only responds to students' cultures but also preserves their cultural practices as learning assets.\u003c/p\u003e \u003cp\u003eThe findings of this study indicate that the implementation of \u003cem\u003ePangadereng\u003c/em\u003e values in IQRA syntax can increase meaningful participation, self-regulation, and social responsibility among students. This supports the findings of Kim et al (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) in Korea, who found that \u003cem\u003edigital storytelling\u003c/em\u003e increases social empathy, as well as Schaffar \u0026amp; Wolff (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) in Finland, who emphasized the integration of local values in \u003cem\u003ephenomenon-based learning\u003c/em\u003e as a means of cultural literacy. In the context of Southeast Asia, research by Uge et al (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Syaharuddin et al (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) shows that learning based on local wisdom is effective in shaping social character, but has not yet been integrated with digital technology. This research fills this gap through the use of locally-based E-Comic media that is digitally designed and interactive.\u003c/p\u003e \u003cp\u003eEmpirically, research findings show that learning based on the IQRA Model and E-Comics can transform students from mere users of technology into critical, reflective, and ethical digital citizens. Thus, the Pangadereng-based IQRA Model assisted by E-Comics is not only effective in improving the digital literacy skills of junior high school students, but also contributes to the development \u003cem\u003eof Culturally Responsive Digital Pedagogy\u003c/em\u003e as a strategic approach in character-based social studies education. The implementation of this model is recommended to be developed widely in technology-based learning and can serve as a reference in the development of digital learning designs that are oriented towards global culture and ethics\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eBased on the results of the research and discussion, the conclusions of this study can be formulated as follows:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eThis study successfully developed the IQRA Learning Model assisted by E-Comics based on \u003cem\u003ePangadereng\u003c/em\u003e values, which proved to be valid, contextual, and suitable for use in social studies learning in junior high schools. The integration of IQRA syntax with the values of \u003cem\u003eAde\u003c/em\u003e\u0026rsquo;, \u003cem\u003eBicara\u003c/em\u003e\u0026rsquo;, \u003cem\u003eRapang\u0026rsquo;\u003c/em\u003e, \u003cem\u003eWari\u0026rsquo;\u003c/em\u003e, and \u003cem\u003eSara\u0026rsquo;\u003c/em\u003e was able to strengthen students' digital literacy, cultural awareness, and social character through a combination of digital pedagogy and local wisdom.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTheoretically, this study expands the development of Culturally Responsive Digital Pedagogy by combining the principles of CRT and Culturally Sustaining Pedagogy (CSP) within the framework of digital ethnopedagogy. This model shows that culture based E-Comic media can improve students' analytical skills, reflective attitudes, and ethical behavior in dealing with social issues in the digital space, thereby making social studies learning more meaningful and relevant.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eThis study provides practical contributions for social studies teachers, namely by providing a learning model that can be directly applied to integrate local cultural values into technology based learning practices. These findings also open up opportunities for further research to quantitatively test the effectiveness of the IQRA-E-Comic model in improving learning outcomes, digital literacy, and broader social character building among students.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eImplications and Recommendations\u003c/h2\u003e \u003cp\u003eThese findings have significant practical implications for education in Makassar City, South Sulawesi, and other regions in Indonesia, as well as internationally in areas rich in local culture. The CRT approach, which synergizes with local wisdom, is an effective learning model for digital literacy in a multicultural context. It strengthens digital character education and encourages the development of culturally relevant curricula, while also demanding improved teacher competence in culturally responsive pedagogy. The recommendations in this study are as follows:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFor the Education Office and Policy Makers: Encourage the adoption of the Pangadereng CRT learning model, develop relevant modules, and conduct teacher training.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFor Principals and Social Studies Teachers: Implement active learning strategies that integrate technology and cultural values, and become ethical digital role models.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFor Researchers: Continue studies with broader coverage or mixed methods for in-depth insights and long-term impacts, and explore change mechanisms more deeply to further test the external validity of the conceptual model.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their sincere gratitude to Universitas Negeri Makassar for supporting this research through a Fundamental-Regular Research Grant provided by the Kementerian Pendidikan Tinggi, Sains dan Teknologi (Kemdiktisaintek) under Contract Number: 2906/UN36.11/TU/2025.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthorship contribution statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHasni:\u003c/strong\u003e Conceptualization, Methodology, Investigation, Writing \u0026ndash; original draft.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMuhammad Syukur:\u003c/strong\u003e Methodology, Formal analysis, Data curation, Writing \u0026ndash; review \u0026amp; editing.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBahri:\u003c/strong\u003e Investigation, Validation, Resources, Writing \u0026ndash; review \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eShabrina Syntha Dewi:\u003c/strong\u003e Data curation, Visualization, Software, Writing \u0026ndash; review \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMina Holilah:\u003c/strong\u003e Supervision, Project administration, Writing \u0026ndash; review \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was supported by Universitas Negeri Makassar through a Fundamental-Regular Research Grant from the Kementrian Pendidikan Tinggi, Sains dan Teknologi (Kemdiktisaintek) with Contract Number: 2906/UN36.11/TU/2025.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData avallability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data supporting the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to ethical considerations and restrictions related to participant confidentiality and educational institutional policies.\u0026nbsp;Anonymized data are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that there are no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research has been approved by the Human Research Ethics Committee of Makassar State University (Reference: 3101/UN36.11/TU/2025), South Sulawesi Provincial Government Investment and One-Stop Integrated Services Agency (Reference: 16740/S.01/PTSP/2025), Makassar City Government Education Agency (000.9/7/Disdik/VIII/2025) Makassar, Indonesia.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAll methods used were carried out in accordance with the guidelines and regulations of the Makassar State University Human Research Ethics Committee (Reference: 3101/UN36.11/TU/2025), South Sulawesi Provincial Government Investment and One-Stop Integrated Services Agency (Reference: 16740/S.01/PTSP/2025), Makassar City Government Education Agency (000.9/7/Disdik/VIII/2025) Makassar, Indonesia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from the parents or legal guardians of all participants prior to their involvement in the study. Assent was also obtained from the participants themselves. Participation was voluntary, and participants and their parents were informed about the purpose of the research, procedures, and the right to withdraw at any time without penalty.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo individual-level identifiable data or images are included in this article. Therefore, consent for publication is not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eORCID iDs\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHasni https://orcid.org/0009-0006-3150-7359 \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMuhammad Syukur https://orcid.org/0000-0002-2547-6107\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBahri\u0026nbsp;\u003c/strong\u003ehttps://orcid.org/0000-0002-5221-2414\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eShabrina Syntha Dewi \u0026ndash;\u003c/p\u003e\n\u003cp\u003eMina Holilah https://orcid.org/0000-0002-8772-5164\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAbout \u0026nbsp;The Authors\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHasni is an Assistant Professor at the Department of History and Social Science Education, Faculty of Social Sciences and Law, Makassar State University, Indonesia. She completed her doctoral studies at the Social Science Study Program, Postgraduate School, University of Education Indonesia, Bandung. She has published a number of papers in various journals and books related to the study of the development of local wisdom-based teaching materials, social studies learning media, and social studies learning models. Her areas of study include social studies textbook studies, social studies capita selecta, social studies learning strategies and media, socio-cultural changes and developments in Indonesia, social research methodology, and his interests include developing social studies learning models and media, and digital literacy.\u003c/li\u003e\n \u003cli\u003eProf. Dr. Muhammad Syukur, Professor at the Departement Sociology and Anthropology, Faculty of Social Science and Low, Makassar State University. His research focuses into the development of small and medium enterprises, rural community poverty, sociology of education, and social change at rural community.\u003c/li\u003e\n \u003cli\u003eBahri is a lecturer at the Department of History and Social Science Education, Faculty of Social Sciences and Law, Makassar State University, Indonesia. He completed his doctoral studies at the Education Technology Study Program, Postgraduate School, Jakarta State University of Indonesian Education, Bandung. He has published a number of papers in various journals and books related to the study of the development of teaching materials based on local wisdom.\u003c/li\u003e\n \u003cli\u003eShabrina Syntha Dewi is one of the lecturers at the Department of Informatics and Computer Engineering, Faculty of Engineering, Makassar State University, Indonesia. She has completed her Master\u0026apos;s degree in Technology and Vocational Education Study Program, Yogyakarta State University. She has published a number of scientific papers on the theme of learning methods, learning media development, apprenticeship and digital literacy. His subject areas include Introduction to Computer Science, Computer Organization and Architecture, Database, Data Communication, Operating System, Learning Strategy, Learning Planning, Learning Evaluation, Entrepreneurship.\u003c/li\u003e\n \u003cli\u003eMina Holilah is an Assistant Professor at the Department of Social Science Education, Faculty of Social Science Education, Universitas Pendidikan Indonesia, Indonesia. She completed her Master\u0026apos;s degree in Social Science Education Study Program, Postgraduate School, Universitas Pendidikan Indonesia, Bandung. He is currently pursuing his Doctoral studies in the Educational Research and Evaluation Study Program, Yogyakarta State University. He has published a number of papers in various journals and books related to learning planning and evaluation, development of teaching materials and digital-based media with local wisdom content, and social skills studies in Social Studies Education.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAcevedo N, Solorzano DG. An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism. Urban Educ. 2023;58(7):1470\u0026ndash;88. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/00420859211016531\u003c/span\u003e\u003cspan address=\"10.1177/00420859211016531\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAdikara GJ, Kurnia N, Adikara GJ, Kurnia N, Adhrianti L, Astuty S, Wijayanto XA, Desiana F, Astuti SI. Aman Bermedia Digital. 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El Harakah. 2022;24(2):193. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://dx.doi.org/10.18860/eh.v24i2.17047\u003c/span\u003e\u003cspan address=\"10.18860/eh.v24i2.17047\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"IQRA model, E-comics, Pangadereng Values, Digital Literacy Skills, Social Studies Learning","lastPublishedDoi":"10.21203/rs.3.rs-8465107/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8465107/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe development of education in the 21st century requires learning that integrates local culture with digital competence. This study aims to develop and validate the IQRA (Identification, Questioning, Reasoning, Application) Model assisted by E-comics based on the Pangadereng values of the \u003cem\u003eBugis\u003c/em\u003e-Makassar community to improve the digital literacy of junior high school students in Makassar, Indonesia. The study used the Borg \u0026amp; Gall Research and Development model approach, involving 14 social studies teachers and 345 seventh-grade students. Data were collected through interviews, questionnaires, and expert validation. The results showed that the integration of \u003cem\u003eAde\u003c/em\u003e' (4.30) and \u003cem\u003eSara'\u003c/em\u003e (4.40) values was more dominant than \u003cem\u003eWari'\u003c/em\u003e (4.00) values, while students' digital literacy was still moderate (59%) with low digital ethics (37%). The IQRA-E-Comic model proved to be valid (average 4.30) and effective in bridging local culture with digital pedagogy and contributing globally to strengthening Culturally Responsive Digital Pedagogy in character-based social education.\u003c/p\u003e","manuscriptTitle":"An IQRA Digital Pedagogy Model Integrating Pangadereng Values Through E Comics to Improve Digital Literacy in Social Studies","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-20 12:48:22","doi":"10.21203/rs.3.rs-8465107/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-03-02T16:25:27+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"43488084157302266333674225118977261361","date":"2026-02-28T21:15:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"55749324885370067576802400699283167861","date":"2026-02-28T10:30:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-25T23:12:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"92494235870768256470777501876751398977","date":"2026-02-25T23:00:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"119041743081580305526377481935595163290","date":"2026-02-25T14:57:31+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-25T03:18:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"236356158030984317239287958121375930855","date":"2026-02-25T02:50:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"271761436702618398807724842999566391915","date":"2026-02-23T15:33:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"43989283547262434866216841055105946927","date":"2026-02-12T07:08:00+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-17T03:40:13+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"334537646720723305684761612462897072280","date":"2026-01-17T02:17:51+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-16T12:07:09+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-10T08:52:25+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-09T09:02:21+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-01-09T08:42:29+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2f189bec-97ad-46bb-baac-720aa70be568","owner":[],"postedDate":"January 20th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-18T05:08:27+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-20 12:48:22","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8465107","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8465107","identity":"rs-8465107","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}