Digital Literacy and Social Transformation of Teaching Learning at SMP Negeri 2 Unaaha Kabupaten Konawe
DOI:
https://doi.org/10.12345/dia.v1i2.134Keywords:
Digital Literacy, Social Transformation of Learning, Cultural Capital, Habitus, Lower Secondary EducationAbstract
This study analyzes the social transformation of learning in the digital era through students’ digital literacy practices at SMP Negeri 2 Unaaha Kabupten konawe. Digital literacy is conceptualized as cultural capital within the educational field that shapes learning practices and pedagogical relations. The study employed a qualitative descriptive–interpretative design. Data were collected through in-depth interviews with 12 students, four homeroom teachers, and one principal, supported by questionnaire data from 60 students and teachers. The findings show that 56% of students use YouTube as their primary learning resource, followed by Google (20%), Brainly (14%), and Photomath (10%). Teachers’ digital practices are predominantly oriented toward Quizizz (58%), compared to Kahoot (15%) and Google Classroom (10%). The results confirm previous literature on the instrumental function of digital literacy while demonstrating that learning transformation occurs in an adaptive and reproductive manner within an evaluation-oriented structure. Students’ digital literacy develops mainly at a functional–operational level and reproduces a task-oriented learning habitus. The study concludes that digitalization at the lower secondary level is not disruptive but operates within relatively stable institutional structures.
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