The Impact of Social Media on Generation Z Education in Indonesia

Authors

  • Umar Fathurrohman Universitas Pertahanan Republik Indonesia, Indonesia
  • Sovian Aritonang Universitas Pertahanan Republik Indonesia, Indonesia
  • Aris Sarjito Universitas Pertahanan Republik Indonesia, Indonesia
  • Mhd Halkis Universitas Pertahanan Republik Indonesia, Indonesia
  • Robby M. Taufik Universitas Pertahanan Republik Indonesia, Indonesia

DOI:

https://doi.org/10.58230/27454312.1427

Keywords:

Generation Z Education, Digital Literacy, Social Media, Digital Divide, Information

Abstract

This study explores the impact of social media on the education of Generation Z in Indonesia, focusing on learning styles, social interactions, and the challenges and opportunities they face. Using a mixed methods approach, the study combines quantitative data from surveys and qualitative data from in-depth interviews to gain a comprehensive understanding. Key findings suggest that social media, such as YouTube and Instagram, have become essential tools in supporting students’ access to information and collaboration. These platforms facilitate more interactive and engaging learning, allowing students to grasp complex concepts more easily. However, challenges such as gaps in technology access and potential distractions remain. The study recommends the development of new learning strategies that effectively integrate social media, as well as educational policies that support constructive social media use. Further research is recommended to investigate digital literacy, the long-term impacts of social media use, and policies that can address the digital divide, in order to maximize the benefits of social media in education.

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Published

2024-12-27

Issue

Vol. 13 No. 001 Desemb (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)

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How to Cite

Fathurrohman, U., Aritonang, S. ., Sarjito, A. ., Halkis, M. ., & M. Taufik, R. . (2024). The Impact of Social Media on Generation Z Education in Indonesia. Didaktika: Jurnal Kependidikan, 13(001 Desemb), 1175-1186. https://doi.org/10.58230/27454312.1427