Digital Self-Development Based on Digital Identity Theory to Improve the Digital Ethics of Grade 10 Vocational High School Students

The rapid development of information technology has influenced students' digital behavior, including the emergence of ethical challenges in the use of social media. This study aims to develop and test the effectiveness of a digital self- based intervention module to improve the digital ethics of 10th grade vocational high school students. The scope of the study includes the design, development, implementation, and evaluation of the module with a Research and Development (R&D) approach using the ADDIE model. A mixed methods approach was used, with qualitative methods for needs analysis and expert validation, and quantitative methods to measure the module's effectiveness through pretest and posttest. The development phase produced a module containing narratives, illustrations, reflective activities, and digital case studies, validated by three experts, and piloted on 15 students. The analysis results showed a significant increase in students' average scores, from 58.6 in the pretest to 83.3 in the posttest, with an average increase of 24.7 points. These findings indicate that the module is able to improve students' understanding, awareness, and ethical behavior in digital interactions. The developed module not only provides conceptual insights into digital identity and online ethics but also facilitates students to internalize these values through contextual and interactive learning. In conclusion, digital self- based interventions have great potential in shaping positive digital identities and increasing students' responsibility in the digital space, making them worthy of wider implementation in other secondary education contexts.