This paper describes how students practice digital citizenship in distance learning conditions during the covid-19 pandemic. The position of technology changed the foundation of education that was initially done face-to-face switching to online learning activities. This situation certainly requires a special understanding of the competence of digital citizenship so that students as technology users can be wise and responsible. In remote online learning activities, several elements need to be studied more deeply in the practice of digital citizenship of students, such as the ability to use technology media, identify secure websites, protect personal privacy, and understand the rule of law in the use of digital technology. The purpose of this study is to analyze how the practice of digital citizenship of students is carried out, whether it is following the expected elements or not. This study uses a qualitative method with a descriptive approach, the research participants were taken from nine informants consisting of grade VII, VIII, and IX students at Permata Bunda Islamic School. Research data is obtained from observation processes, in-depth interviews, and document analysis. The results of this study show that students have been able to use digital media well seen from their ability to apply e-learning media and be able to maintain their privacy in digital media. But students do not have a deep understanding of the rule of law in the use of digital media so students still often make mistakes such as taking data without listing sources, spreading the word without reviewing the truth, and unknowingly doing bullying through social media.

Materi pembelajaran Pendidikan Ilmu Pengetahuan Sosial (IPS), Masa Demokrasi Parlementer 1950-1959, termuat dalam buku teks Kementerian Pendidikan dan Kebudayaan RI berbasis Kurikulum 2013 yang direvisi tahun 2018. Buku ini idealnya disusun berdasarkan kesesuaian dengan Kompetensi Dasar (KD), sebab aspek yang akan dicapai oleh peserta didik melalui pembelajaran IPS tidak hanya meliputi aspek pengetahuan namun dalam keseimbangan dengan aspek keterampilan. Pentingnya kesesuaian materi pembelajaran IPS dengan Kompetensi Dasar agar materi yang disajikan guru meliputi tiga aspek penting yaitu sikap, pengetahuan serta keterampilan, sehingga tujuan pembelajaran tercapai. Tujuan artikel ini untuk mengetahui kesesuaian materi Masa Demokrasi Parlementer 1950-1959 dengan KD. Metode yang digunakan studi literatur, yaitu mengumpulkan buku, jurnal dan pustaka lainnya yang relevan. Pencarian data dilakukan dengan menggunakan mesin pencarian seperti google scholar dan e-book. Hasil penelitian menunjukkan kesesuaian antara materi ajar sub tema masa demokrasi parlementer dengan kompetensi dasar, karena sudah merujuk pada pengembangan kompetensi pengetahuan dan keterampilan peserta didik.