The Phenomenon of Student Experiences in Social Science Learning in the Digital and Technological Era
Keywords:
Digital literacy, educational digitalization, educational technology, Social Science learning, student experiencesAbstract
This study aims to explore students' experiences in Social Science learning in the digital era, focusing on the cognitive, affective, and social aspects influenced by digitalization. The participants in this study are university students engaged in technology-based IPS learning. The method used is a qualitative approach with a phenomenological design, where data is collected through a relevant literature review and analysis. The results show that students gain significant benefits from digitalization, such as broader access to information sources and the development of critical thinking skills. However, the challenges faced include information overload, limited digital literacy, and digital fatigue due to prolonged device use. Additionally, the digital divide between urban and remote areas presents a significant barrier. In conclusion, although technology offers more flexible and interactive learning opportunities, the emerging challenges must be addressed through the development of digital literacy skills and the use of blended learning models. The implications of this research highlight the need for efforts to improve access to technology and integrate digital literacy into the curriculum to support more effective learning in the digital era.
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