Fortifying Deradicalization Initiatives: A Mapping of theDissemination Patterns of Radical Ideology among High School Students through Social Media

Abstract

The development of digital technology has transformed the dissemination of radical ideology, making it more fluid and massive, particularly among secondary school students. This study aims to map the patterns of radicalism spread within the secondary education environment in the digital era and to formulate effective prevention strategies. The research employs a qualitative method with a library research approach. Data were analyzed using Norman Fairclough's Critical Discourse Analysis (CDA) model and critical hermeneutics, as both enable the reading of ideology behind digital discourse. Data sources comprised international journals, reports from the National Counter-Terrorism Agency (BNPT) and the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), as well as verified media documents. The main findings reveal that: (1) Dissemination occurs through complex digital networks (YouTube, Telegram, WhatsApp) reinforced by algorithmic radicalization; (2) The discursive strategies employed leverage modern content aesthetics and emotional religious narratives to build echo chambers; (3) Student vulnerability lies in their high digital proficiency, which is not balanced with media maturity and critical literacy; (4) The educational response remains conventional and has yet to reach digital spaces. Based on these findings, this study recommends an integrative prevention strategy, including: strengthening critical digital literacy education, integrating critical pedagogy into the curriculum, optimizing the role of peer communities as counter-narrative agents, and fostering strategic collaboration between schools, parents, the government, and civil society to reproduce relevant narratives of peace. This strategy is expected to build students' ideological resilience and critical immunity.