Self-directed Learning: Strategy to Increase Digital Literacy in Suburban Society

Rivo  Nugroho; MV.  Roesminingsih; Gunarti Dwi  Lestari; Rofik Jalal  Rosyanafi; Endah  Yulianti

doi:10.23887/mi.v29i1.64372

Authors

Rivo Nugroho Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0000-0002-0070-787X
MV. Roesminingsih Universitas Negeri Surabaya, Surabaya, Indonesia
Gunarti Dwi Lestari Universitas Negeri Surabaya, Surabaya, Indonesia
Rofik Jalal Rosyanafi Universitas Negeri Surabaya, Surabaya, Indonesia
Endah Yulianti Foundation of Don Bosco Timor Leste, Dili, Timor Leste

DOI:

https://doi.org/10.23887/mi.v29i1.64372

Keywords:

Digital Literacy, Social Media, Suburban Society, Self-Directed Learning

Abstract

The impact of digital technology in urban areas has a big influence on suburban communities, from mindset to use of technology. The development of digital technology has caused new upheavals in suburban society; the VUCA era has become a new chapter. Therefore, it is necessary to be equipped with digital literacy. This research aims to describe and analyze research findings regarding the impact of self-directed learning on digital literacy in suburban society. This research uses a qualitative approach with a grounded theory method. Research was conducted on suburban societies, youth organizations, community facilitators, and stakeholders through participatory observation techniques, in-depth interviews, and document studies. Data analysis uses open, axial, and selective coding data analysis. The research results show that the process of self-directed digital literacy learning in suburban communities is manifested in the community's proactive attitude with the presence of digital technology and social media. The construction of knowledge and learning experiences in building digital literacy in suburban communities is realized in the community's appreciation for the presence of digital technology, which is interpreted as providing convenience, new insights, and benefits. Apart from that, it is an informal learning medium, a mass communication tool, a discussion forum, a medium for social interaction in cyberspace, and an exploration of skills and knowledge in social media. This research concludes that self-directed learning is a strategy for suburban society to improve digital literacy skills.

References

Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22(6), 3063–3079. https://doi.org/10.1007/s10639-017-9572-7.

Bartholomew, S., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement. Faculty Publications. https://doi.org/10.21061/jte.v29i1.a.1.

Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. Teaching and Teacher Education, 61, 60–72. https://doi.org/10.1016/j.tate.2016.10.007.

Benson, V., & Morgan, S. (2013). Student experience and ubiquitous learning in higher education: Impact of wireless and cloud applications. Creative Education, 4(8a), Article 8a. https://doi.org/10.4236/ce.2013.48A001.

Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-Directed Learning: A Tool for Lifelong Learning. Journal of Marketing Education, 36(1), 20–32. https://doi.org/10.1177/0273475313494010.

Brockett, R. G., & Hiemstra, R. (2018). Self-direction in Adult Learning: Perspectives on Theory, Research and Practice. Routledge.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.

Darmawan, A. K., Muhsi, M., Al Wajieh, M. W., Setyawan, M. B., Komarudin, A., & Ariyanto, F. (2022). Predicting Smart Regency Readiness on Sub-Urban Area in Indonesia: A perspective of Technology Readiness Index 2.0. 2022 International Conference on ICT for Smart Society (ICISS), 01–06. https://doi.org/10.1109/ICISS55894.2022.9915246.

Eric M. Meyers, Ingrid Erickson, & Ruth V.Small. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 3(4), 355–367. https://doi.org/10.1080/17439884.2013.783597.

Fiona Suwana & Lily. (2017). Empowering Indonesian women through building digital media literacy. Kasetsart Journal Of Social Sciences, 38(3), 212–217. https://doi.org/10.1016/j.kjss.2016.10.004.

Fitriarti, E. A. (2019). Urgensi Literasi Digital Dalam Menangkal Hoax Informasi Kesehatan Di Era Digital. Metacommunication; Journal of Communication Studies, 4(2), Article 2. https://doi.org/10.20527/mc.v4i2.6929.

Fransori, A., Irwansyah, N., & Parwis, F. (2023). Pemertahanan Bahasa dan Budaya pada Masyarakat di Era Literasi Digital. Journal on Education, 5, 4410–4420. https://doi.org/10.31004/joe.v5i2.1161.

Gallardo-Echenique, E., Oliveira, J., Marqués Molías, L., & Esteve, F. (2015). Digital Competence in the Knowledge Society. MERLOT Journal of Online Learning and Teaching (JOLT), 11, 1–16.

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004.

Harisanty, D., Srirahayu, D., Anna, N., Mannan, E. F., Anugrah, E., & Dina, N. (2021). Digital Literacy for Covid 19 Information in Indonesian Society. Library Philosophy and Practice (e-Journal). https://digitalcommons.unl.edu/libphilprac/5379.

Hart, T., & Achterman, P. (2017). Qualitative Analysis Software. In The International Encyclopedia of Communication Research Methods (pp. 1–12). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118901731.iecrm0194.

Haythornthwaite, C. (2022). Analytics for Informal Learning in Social Media. In C. Lang, G. Siemens, & A. F. Wise (Eds.), The Handbook of Learning Analytics (2nd ed., pp. 163–172). SOLAR. https://doi.org/10.18608/hla22.016.

Hlaváček, P., Kopáček, M., & Horáčková, L. (2019). Impact of Suburbanisation on Sustainable Development of Settlements in Suburban Spaces: Smart and New Solutions. Sustainability, 11(24), Article 24. https://doi.org/10.3390/su11247182.

Khan, M. M. H., & Chiang, J. C. L. (2014). Using mobile devices & social media in supporting engineering education. 2014 IEEE Global Engineering Education Conference (EDUCON), 1077–1081. https://doi.org/10.1109/EDUCON.2014.6826241.

Knowles, M. S., III, E. F. H., Swanson, R. A., & Robinson, P. A. (2020). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.

Kuputri, N. M. (2020). Digital Divide: A Critical Approach to Digital Literacy in ‘Making Indonesia 4.0’. 1–6. https://doi.org/10.2991/assehr.k.201209.001.

Lau, K. (2017). ‘The most important thing is to learn the way to learn’: Evaluating the effectiveness of independent learning by perceptual changes. Assessment & Evaluation in Higher Education, 42(3), 415–430. https://doi.org/10.1080/02602938.2015.1118434.

Lemmetty, S., & Collin, K. (2021). Self-Directed Learning in Creative Activity: An Ethnographic Study in Technology-Based Work. The Journal of Creative Behavior, 55(1), 105–119. https://doi.org/10.1002/jocb.438.

Li, H., Majumdar, R., Chen, M.-R. A., & Ogata, H. (2021). Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers & Education, 171, 104239. https://doi.org/10.1016/j.compedu.2021.104239.

Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487–504. https://doi.org/10.1111/jcal.12007.

Mardiana, H. (2022, August 27). The Impact of Basic Ethics and Digital Literacy on Globalized Social Media. Building a Future Asia – Solving Problem, Together. Proceeding The 6th Asia Future Conference, Taipei, Taiwan.

Marsdenia, M. (2022). Digital Literacy of Rural Community to Achieve Economic Resilience: Development of Tourism Local Destination. ICVEAST, 12. https://doi.org/10.3390/proceedings2022083012.

Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. John Wiley & Sons.

Michael P. McCreery & S.Kathleen Krach. (2018). How the human is the catalyst: Personality, aggressive fantasy, and proactive-reactive aggression among users of social media. Personality and Individual Differences, 133. https://doi.org/10.1016/j.paid.2017.06.037.

Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.

M.Nick Hajli. (2014). A study of the impact of social media on consumers. Sage Journals, 56(3). https://doi.org/10.2501/IJMR-2014-025.

Özdamar Keskin, N., & Royle, K. (2015). Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners, Contemporary Educational Technology. Contemporary Educational Technology.

Pratolo, B. W., & Solikhati, H. A. (2020). The Implementation Of Digital Literacy In Indonesian Suburban EFL Classes. International Journal of Scientific & Technology Research, 9(01).

Qiong He, Sako Musterd, & William Boterman. (2023). Geographical structure of the local segregation of migrants in (sub)urban China. GeoJournal, 88(2), 1449–1467.

Restianty, A. (2018). Literasi Digital, Sebuah Tantangan Baru Dalam Literasi Media. Gunahumas, 1(1), Article 1. https://doi.org/10.17509/ghm.v1i1.28380.

Rutherford, J., & Coutard, O. (2014). Urban Energy Transitions: Places, Processes and Politics of Socio-technical Change. Urban Studies, 51(7), 1353–1377. https://doi.org/10.1177/0042098013500090.

Saks, K., & Leijen, Ä. (2014). Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context. Procedia - Social and Behavioral Sciences, 112, 190–198. https://doi.org/10.1016/j.sbspro.2014.01.1155.

Sari, A. D. I., & Suryadi, K. (2022). Strengthening Digital Literacy to Develop Technology Wise Attitude Through Civic Education. 26–31. https://doi.org/10.2991/assehr.k.220108.006.

Sarwani, S. (2021). Literasi Digital Dan Pengetahuan Komunikasi Informasi Digital Pada Masyarakat Pinggiran Kota Banjarmasin (Studi Pada Masyarakat Pinggiran Kota Banjarmasin). Jurnal Mutakallimin : Jurnal Ilmu Komunikasi, 4(2), Article 2. https://doi.org/10.31602/jm.v4i2.5992.

Setyowati, K., Prakoso, S. G., Utomo, I. H., Parwiyanto, H., Suryawati, R., Nugroho, R. A., Susiloadi, P., & Santoso, S. A. (2022). Digital Literacy and The Prevention of Stunting from Suburban Perspective: Case in Sepat Village, Sragen. 45–50. https://doi.org/10.2991/978-2-494069-77-0_8.

Sharma, R., Fantin, A.-R., Prabhu, N., Guan, C., & Dattakumar, A. (2016). Digital literacy and knowledge societies: A grounded theory investigation of sustainable development. Telecommunications Policy, 40(7), 628–643. https://doi.org/10.1016/j.telpol.2016.05.003.

Siriwongs, P. (2015). Developing Students’ Learning Ability by Dint of Self-Directed Learning. Procedia - Social and Behavioral Sciences, 197, 2074–2079. https://doi.org/10.1016/j.sbspro.2015.07.577.

Siti Rahma Hidayah. (2021). Perubahan Sosial Masyarakat Pedesaan Menuju Mayarakat Sub-urban. Dinamika Sosial Budaya, 23(2). http://journals.usm.ac.id/index.php/jdsb344.

Strauss, B. G., Anselm. (2017). Discovery of Grounded Theory: Strategies for Qualitative Research. Routledge. https://doi.org/10.4324/9780203793206.

Sukirno, F. S. (2017). Pergeseran Gaya Hidup Masyarakat Sub Urban Area Di Kota Mojokerto. Paradigma, 5(1), Article 1. https://ejournal.unesa.ac.id.

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008.

Tekkol, İ. A., & Demirel, M. (2018). An Investigation of Self-Directed Learning Skills of Undergraduate Students. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02324.

Virga, R. L., & Andriadi, N. (2019). Digital Literacy and HOAX on Social Media. 175–179. https://doi.org/10.2991/aicosh-19.2019.37.

White, R. E., & Cooper, K. (2022). Grounded Theory. In R. E. White & K. Cooper (Eds.), Qualitative Research in the Post-Modern Era: Critical Approaches and Selected Methodologies (pp. 339–385). Springer International Publishing. https://doi.org/10.1007/978-3-030-85124-8_9.

Wibowo, A., & Basri, B. (2020). Literasi dan Harmonisasi Sosial: Desain Literasi Digital Berbasis Kearifan Lokal pada Masyarakat Pedesaan. NALAR: Jurnal Peradaban Dan Pemikiran Islam, 4(2), Article 2. https://doi.org/10.23971/njppi.v4i2.2490.

Williamson Hawkins, M. (2018). Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching, 8(2), 445–469. https://doi.org/10.14746/ssllt.2018.8.2.12.

Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8.