Deconstructing Digital Social Envy and Reconstructing Junior High School Students’ Moral Autonomy through Value Clarification Technique
DOI:
https://doi.org/10.15408/sd.v13i2.52071Keywords:
Digital Social Envy, Moral Autonomy, Value Clarification Technique, Junior High School Students, Values EducationAbstract
The digital era has given rise to the phenomenon of digital social envy, which is rooted in social media and structurally influences adolescents’ moral development. This study aims to examine in depth the relationship between digital social envy and the erosion of moral autonomy, while also formulating a pedagogical reconstruction model based on the Value Clarification Technique (VCT) in Social Studies education. This study employs a conceptual literature review method by exploring primary and secondary academic literature sources, including theoretical textbooks, reputable national and international journal articles, and reports from credible institutions. Data analysis was conducted through close reading and thematic conceptual synthesis. The findings of this study yield three main conceptual propositions: (1) digital social envy is a construct distinct from conventional envy, with four unique characteristics that have not been widely addressed in the educational literature in Indonesia; (2) digital social envy operates through a mechanism of “value heteronomization” that paradoxically reverses Piaget’s moral development trajectory from autonomy back to heteronomy; and (3) VCT is an adaptive pedagogical method because it operates at the level of value filtering, which corresponds to the root of the digital social envy problem. This article formulates a four-stage VCT-based Moral Autonomy Reconstruction Model (MROM-VCT) that can be integrated into Social Studies education and guidance and counseling services at the junior high school level.
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