Jurnal Wawasan Nusantara, Scope Pendidikan

The Influence of Digital Literacy on Students’ Learning Outcomes in the Era of Society 5.0: A Quantitative Study on Senior High School Students

2025-10-03T07:50:36+00:00

This study examines the influence of digital literacy on student learning outcomes in the Society 5.0 era using a quantitative approach in high school students. Rapid technological changes and digital integration in education require students to have adequate digital literacy skills to be able to access, evaluate, and utilize information effectively. The objectives of the study were to measure students' digital literacy levels, explain the conditions of learning outcomes, and examine the extent to which digital literacy contributes to differences in academic achievement. The study used a correlational design with stratified random sampling in several high schools in the study area. The data collection instrument was a standardized questionnaire to assess digital literacy dimensions including access ability, source evaluation, content utilization, and digital ethics, as well as academic grade documents as indicators of learning outcomes. Data were analyzed using descriptive statistics to map variable profiles and multiple linear regression to examine the influence of digital literacy on learning outcomes, accompanied by classical assumption tests to ensure model validity. The results are expected to show a positive relationship between digital literacy and learning achievement and identify the most influential literacy dimensions. The findings are expected to provide empirical evidence for educators and policymakers to formulate strategies for developing digital competencies in the curriculum and learning practices. The findings are also expected to inspire further research that integrates school context variables and teacher characteristics. This study used strict ethical standards of educational research and participation.

The Relationship between Social Media Literacy Skills and Academic Achievement of Generation Z University Students

2025-10-03T07:52:16+00:00

This study examines the relationship between social media literacy skills and academic achievement in Generation Z students using a quantitative correlational approach. The study's background is driven by significant shifts in communication patterns and information access influenced by the dominance of social media platforms, making the ability to sort, assess, and utilize digital information crucial for the learning process. The study sample involved 320 students from various faculties at a state university in Indonesia selected through stratified random sampling. Data collection was conducted through a structured questionnaire that measured dimensions of social media literacy skills including source evaluation skills, information credibility assessment, educational content production skills, and privacy management as well as GPA as an indicator of academic achievement. Construct validity was tested using confirmatory factor analysis and reliability was estimated using Cronbach's alpha coefficient. Data analysis used Pearson correlation and multiple linear regression to examine the strength and direction of the relationship between variables. The results showed a moderate positive correlation between overall social media literacy skills and academic achievement (r = 0.41, p < 0.01). From a specific dimension, source evaluation skills and educational content production skills significantly contributed to GPA variation, while privacy management showed no significant relationship. These findings indicate that strengthening social media literacy focused on information evaluation and content production can support the academic achievement of Generation Z students. Practical implications include recommendations for integrating social media literacy modules into curricula and training programs for lecturers and students. Study limitations and suggestions for further research are also discussed.

Inclusive Education for Children with Special Needs in the Digital Age

2025-10-24T03:00:51+00:00

Inclusive education for children with special educational needs (SEN) in the digital era offers both unprecedented opportunities and complex challenges. Technological tools such as assistive technologies, adaptive learning platforms, and artificial intelligence can facilitate personalized instruction, enhance accessibility, and foster increased participation in heterogeneous classrooms. However, successful implementation demands more than mere technology acquisition. Key obstacles include insufficient teacher training in digital pedagogy, high costs and inequities in access to digital infrastructure, ethical concerns related to data privacy and algorithmic bias, and the risk of marginalizing children due to socio-economic disparities. This article investigates current practices and barriers in implementing inclusive education in digitally enabled environments. Through a systematic literature review of recent studies (2022-2025) and case analyses, it identifies: the most widely adopted technologies; the roles and competencies teachers require; policy and institutional conditions that facilitate implementation; and the unintended negative consequences when challenges are neglected. The findings suggest that integrative approaches combining technology, teacher professional development, inclusive curricula design, and supportive policy frameworks are crucial. It is also essential to incorporate stakeholder voices, particularly those of children, families, and special educators, in design and evaluation stages. The article concludes with recommendations for policy makers, practitioners, and researchers to ensure that digital inclusion does not remain a promise but becomes a sustainable practice that promotes equity, dignity, and quality of education for all learners.

Morphoanatomic Analysis of Pollen at Marine Science Techno Park Jepara

2025-10-03T07:48:38+00:00

This study examines the influence of e-learning platform utilization on student learning engagement in secondary schools using a quantitative approach. The background of this study is the rapid adoption of educational technology post-pandemic, which demands a deeper understanding of how digital platforms influence student engagement in the formal learning process. The study population consisted of secondary school students in several public and private schools, with the sample obtained through a stratified random sampling technique to ensure representation based on grade level and school type. Data were collected using a standardized questionnaire that measured dimensions of e-learning utilization (accessibility, frequency of use, interactive features, and content quality) and dimensions of learning engagement (behavioral engagement, emotional engagement, and cognitive engagement). Validity and reliability tests of the instruments were conducted prior to analysis. Analytical techniques included descriptive statistics, Pearson correlation, and multiple linear regression to examine the magnitude and direction of the influence of e-learning utilization variables on learning engagement. The results showed that e-learning platform utilization was positively and significantly related to the level of student learning engagement; interactive features and content quality contributed the most to the variation in engagement. The practical implications of these findings include recommendations for platform developers, educators, and policymakers to optimize the design and integration of e-learning into curricula to enhance engagement and learning outcomes. This study also addresses methodological limitations and offers directions for further research examining long-term effects and the mediating role of factors such as self-efficacy and teacher support.

The Implementation of Differentiated Learning to Enhance High School Students’ Learning Independence

2025-10-24T02:56:41+00:00

This study explores the implementation of differentiated learning as an instructional approach to enhance high school students’ learning independence. Differentiated learning emphasizes the adaptation of teaching methods, materials, and assessments to accommodate students’ diverse abilities, interests, and learning styles. The research highlights how this approach fosters student autonomy, motivation, and responsibility in the learning process. Through differentiated strategies such as flexible grouping, tiered assignments, and varied instructional media students are encouraged to take ownership of their learning, set personal goals, and engage in self-directed study. The findings indicate that differentiated learning not only improves academic performance but also nurtures students’ confidence and critical thinking skills. Teachers play a crucial role as facilitators who design learning environments that promote active participation and individual growth. By aligning instructional practices with students’ unique needs, differentiated learning creates equitable opportunities and supports the development of lifelong learning competencies. This approach proves effective in preparing students to face the challenges of higher education and the rapidly changing demands of the modern world.