The Influence of Digital Literacy Learning on Cyberbullying Behavior in Grade XI Students of SMAN 5 Tana Toraja

Zimri Maritza; Rinna Yuanita Kasenda; Veronika Juliet Kamasi

doi:10.63922/ijevss.v5i02.3476

Zimri Maritza Universitas Negeri Manado
Rinna Yuanita Kasenda Universitas Negeri Manado
Veronika Juliet Kamasi Universitas Negeri Manado

DOI: https://doi.org/10.63922/ijevss.v5i02.3476

Keywords: Cyberbullying, Digital Literacy, Grade XI Students, Regression Analysis, Survey Research

Abstract

This study examined whether digital literacy instruction influenced cyberbullying behavior among Grade XI students at SMAN 5 Tana Toraja. Using a quantitative associative survey design, the study involved 155 students selected through purposive sampling from a population of 280. Data were collected with a four-point Likert questionnaire measuring digital literacy instruction and cyberbullying, and were analyzed using descriptive statistics, normality and linearity tests, simple linear regression, coefficient of determination, and crosstabulation in SPSS 26. The findings showed that both digital literacy instruction and cyberbullying were at moderate levels, and digital literacy instruction had a significant negative effect on cyberbullying (p = 0.034; β = -0.475), although the explained variance was small (R² = 0.029). Cyberbullying behavior was also predominantly moderate in both male and female students. The study concludes that stronger digital literacy instruction is associated with lower cyberbullying behavior, but other contextual and psychosocial factors likely play a larger role. These results suggest that schools should integrate digital literacy more regularly as a preventive strategy against online aggression

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