Analysis of Social Media Literacy in Adolescents in Educational Theme Video Content
Muhammad Abrar Parinduri *) Universitas Medan Area, Sumatera Utara, Indonesia
E-mail: [email protected] Larasati Nur Karomah
Universitas Islam Negeri Sumatera Utara, Indonesia
E-mail: [email protected]
*) Corresponding Author
Abstract: This quantitative study aims to determine and describe social media literacy in adolescents in Langkat regency. The study sample consisted of 88 teenagers. Data collection techniques were collected using online questionnaires prepared using individual competence indicators such as media use, critical thinking, and communication. The results showed that there still needs to be more social media literacy in the essential aspect of thought, namely repeated examination of information circulating on social media by adolescents. The recommendation of the results of this study is the importance of providing education by related parties such as the school environment and families so that it can help adolescent social media literacy.
Abstract: This quantitative study aims to determine and describe social media literacy in adolescents in Langkat regency. The study sample consisted of 88 teenagers. Data collection techniques were collected using online questionnaires prepared using individual competence indicators such as media use, critical thinking, and communication. The results showed that there still needs to be more social media literacy in the essential aspect of thought, namely repeated examination of information circulating on social media by adolescents. The recommendation of the results of this study is the importance of providing education by related parties such as the school environment and families so that it can help adolescent social media literacy.
Keywords Education; Social media literacy; Teenager; Video content
INTRODUCTION
ocial media was an important invention in many aspects of life in the 20th century. According to Van Dijk in (Sari et al., 2018). social media focuses on the users' existence through features that support
activities or collaboration. According to Sam Decker, social media is digital content and interactions built on each other by its users. The characteristics of social media include being connected to the network, being informative, and having a copy; there is
S
TA’DIB JOURNAL, 26 (2), 2023, (July-December)
ISSN: 1410-8208 (Print) 2580-2771 (Online)
Available online at https://ejournal.uinmybatusangkar.ac.id/ojs/index.php/takdib/index
Received: 12-01-2023; Revised: 19-10-2023; Accepted: 28-11-2023
interaction, describing the virtual social reality of its users and the content of information produced by social media users. (Juditha, 2018).
Along with technology development, people can access social media through more diverse devices, such as mobile phones and tablets. Thanks to this development, social media has also grown to provide various services for its users. Facebook, Instagram, Twitter, Telegram, WhatsApp, TikTok, Youtube, and others are some of the most popular social media services. Social media facilitates internet users to be able to communicate virtually with other internet users, both through text and visual audio.
(Yusuf & Sudarmanti, 2021). Some content that people can access through the internet includes entertainment, social media, news, education, advertising, and public services.
Internet users only have to choose which social media follow their preferences. For example, to communicate via text, internet users can use Facebook, Twitter, Ask.fm and others. Triastuti in (Sulthan & Istiyanto, 2019).
As for the display of audio-visual content, can use TikTok and Youtube social media.
As one of the most populous countries in the world, Indonesia also has around 191 million social media users. (Mely, 2022).This phenomenon also affects the high contribution of social media users, in this case, making, enjoying (watching, hearing, reading, and feeling), and sharing posts or content.
Contribution of social media can carry out the activity through one or more social media services.
The nature of social media as a medium that can connect one user and another has implications for the emergence of contributions from social media users themselves. That contribution can be a good contribution or an insufficient contribution.
These two things become inseparable in the interaction of social media users. (Kosasih, 2019). The interaction born from the use of
social media generates a lot of information, making the information has no limit in its quantity. Determining which information suits personal preferences is an additional task for social media users, as which categories of information are necessary and which are not. Istiyanto in (Sulthan & Istiyanto, 2019) .It is due to the character of the information on social media, where all information can circulate because anyone can have an account.
Social media can meet the needs of adolescents to participate in their environment as well as a way to display their identity.
(Tamburaka, 2013). For example, Facebook as a social media can provide a place for teenagers to 'appear' in front of many people virtually. Teens can present themselves on social media through posts such as statuses with words of wisdom, comment in the comments column, or create video content and photos and share news or things that they like or are trending. (Pratiwi & Nola, 2019). According to research by Kominfo and UNICEF, one of the main motivations for teenagers to access the internet is to search for information. The search for knowledge is generally based on the need to help with school assignments. (Broto, 2014).
The craze for using virtual media is not without reason; teenagers who are now the Alpha generation prefer attractive visualization in carrying out their activities, including learning activities. But like a double-edged knife, the craze for virtual-based things (including social media) makes teenagers less interested in reading. The same thing is expressed by Prahara in (Pujiono, 2021), if one of the adverse effects of social media use is adolescents' low interest in reading. Teenagers prefer information in visual forms, such as short video content.
Misinformation is one of the challenges presented by social media use. (Cho et al., 2022). In using social media, teenagers are often not balanced with a good understanding (literacy) in using social media that should be,
choosing which things need to be witnessed or shared with other social media users. Low social media literacy in a digital society is one of the drivers of the negative impact of internet use, such as hoax information, privacy violations, cyberbullying, violent and pornographic content, and digital media addiction. (Broto, 2014).
In connection with this, Masykur &
Kustanti in (Zuhria et al., 2022), stated that in essence, adolescence is a period to prepare themselves to become proper people for the community in their environment. In this case, the use of social media has been attached to the lives of teenagers. So social media can be used by teenagers correctly. Based on research on adolescent internet behaviour, one of the recommendations for this issue is through literacy. Literacy is a way to help understand a field. The word literacy has a meaning that is
"literate ". Pasek in (Priyangga, 2022). People can feel the benefits of literacy in various fields, which can improve their quality of life overall.
Concerning social media, there is the term social media literacy. Social media literacy means the ability of a person to access information, choose, and apply the origin of information on social media. (Ganggi, 2018).
Tamplin proposed another definition of social media literacy. Tamplin defines social media literacy as thinking critically about empowering knowledge and the ability to research, assess, produce and contribute to social media.(Tamplin et al., 2018). McLean et. al in (Tamplin et al., 2018), defines social media literacy as understanding related to the understanding of social media posts displayed by the environment and public figures. So the definition of social media literacy is an understanding of the use of social media, starting from the process of accessing to participation with social media itself.
This study aims to determine social media literacy in video content in the field of education. Several studies on social media
literacy in adolescents have been conducted by several researchers before but have not touched on the range in the field of education.
The research, for example, is the level of media literacy of village adolescents in the use of the internet conducted by (Novianti &
Riyanto, 2018) which focuses on the level of media literacy of Karang Taruna Cibanteng Village youth. Other studies, such as social media literacy in Soro Village, Bima Regency by (Mutmainnah et al., 2020), also highlighted similar things, namely social media literacy of youth in the village.
The focus of this study is information on educational content that cannot be accounted for in the truth and can be categorized as a hoax. Hoax is information or news that contains things that are uncertain or that are not facts that happen. (Juditha, 2018). Some social media already have features to filter related hoaxes but have not touched on the realm of dissemination of educational information. This phenomenon can be observed through the rise of people who become content creators on social media, raising the theme of education as the theme of their content. Still, the content is not valid (only sourced from one source, has no competence in its field, then there is no filtration process of information at the source of the content). The invalid content is spread massively, both in urban areas and in regions through various social media platforms, consumed by teenagers who are highly curious. Therefore, researchers are interested in raising the theme of this study.
METHOD
This research is quantitative research with a descriptive method. Researchers collected data through questionnaire techniques and literature studies. The questionnaire was created with Google Forms, using a Likert scale consisting of four options, where each choice has a predetermined point. Strongly agree options are worth four points, agree
options are worth three points, disagree options are worth two points, and strongly disagree options are worth one point.
The population of this study was adolescent-level learners Senior Highschool in Langkat District. Adolescent age, according to (Sarwono, 2006), consists of three periods, namely early adolescence (10-12 years), middle adolescence (13-15 years) and late adolescence (16-19 years). Adolescents who became the object of this study were adolescents at a late age (16-19 years). The criteria for the population are as follows:
1. Aged range 16-19 years.
2. Have an active social media account.
3. Actively use social media in daily life.
In the sample selection process, the researcher conducted a preliminary study by sending a questionnaire on the theme of the most watched content by the population.
Furthermore, after the researcher found that the content with the theme of education became the dominant option chosen, the researchers determined the respondents who decided on content with the theme of education as a sample (non-probability sampling).
The sample of this study is a sample that chooses the education category, with as many as 100 samples. The questionnaire was distributed to 100 samples, with 88 questionnaires returned. Data analysis was conducted using scoring and categorization based on the results of the questionnaire of 88 sample people.
The study used indicators based on Individual Competency Frameworks in the study of the Final Report on the Assessment Criteria for the Level of Media Literacy. The indicator domain consists of three domains:
the media usage domain, the critical thinking domain and the communicative ability domain.
Each domain has an instrument that reflects the values in that domain, which the researcher develops to be a statement-valued instrument in the questionnaire.
After obtaining the required data from the questionnaire, researchers analyzed the data using simple statistics to determine adolescents' highest and lowest ability of social media literacy. Then, the researcher determines the sample's highest and lowest ability as a whole in each domain. In the end, the researcher concludes this study.
RESULTS AND DISCUSSION
From the overall questionnaire returned, known 88 adolescent sample with identity details as follows :
Table 1. Sample Identity Categories Number Of Sub-
Categories
Total
Age 16 years 22
17 years 45
18 years 20
19 years 1
Gender Male 20
Female 60
Based on the results of the questionnaire obtained data on the tendency of the sample on each indicator as follows :
Table 2. Media Usage Skills
Skill Level requirement
sa A d sd
1. Ability to
operate a
computer fairly well
7.9% 72.7% 19.3%
2. Ability to access the internet using a computer
15.9
%
72.7% 11.3%
3. The ability to find the information I need
46,5
%
51,1% 2,2%
4. Ability to exchange messages using social media
45.4
%
53.4% 1.1%
Average 28.94
%
62.48% 8.48%
Description: strongly agree (sa), agree (a), disagree (d), strongly disagree (sd)
From the above data, adolescent social media literacy on technical ability obtained
results of 91.42%. The highest power is dominated by the ability to exchange messages using social media, as much as 98%. The use of mobile phones that continue to experience development also encourages the increase in social media access by adolescents. In line with Zimic's opinion, teenagers with smartphones are mainly used to accessing social media and playing games. Social Media that teenagers commonly access include Facebook, Twitter, Path, and Instagram. (Muflih & Erwanto, 2017).
This is reasonable because the teenagers who became the sample of this study are a generation called the Alpha generation. The alpha generation grew up when technology became attached to their daily lives.
Generation Alpha is also closely associated with gadget dependence. In the Andrias. So it is not surprising that Generation Alpha includes gadgets even in terms of learning.
This generation is more resistant to lingering staring at the screen to learn through content on social media than learning in conventional ways such as reading books in physical form.
According to Shirky in (Nasrullah, 2017), social media is a useful instrument for developing the competence of its users in sharing and collaborating. Social media provides the essence of human beings as social beings, inspiring and collaborating to produce creations, allowing one to think and debate, meet people who can be good friends and couples, and create communities.
WhatsApp is the most popular social media that can be used as a communication medium to exchange messages. The popularity of the use of social media is motivated by the ease and completeness of facilities, in addition to the absence of fees charged for accessing it (Pranajaya & Wicaksono, 2017). The facilities contained in Whatsapp, among other things, in the form of photos, contacts, sending voice notes or voice messages, and maps which serves as a map director to send files in the form of documents. The facility can be
enjoyed with instant delivery. Jumiatmoko in (Rahartri, 2019). Larasati in (Rahartri, 2019), revealed that the facility in WhatsApp allows information sharing and discussion activities.
The lowest ability of the results is the ability to operate a computer, with a percentage of 19.3%. This indicator is related to the technical use of social media on computer devices. Raffety mentioned three kinds of media literacy, one of which is hardware literacy. Literation tooling is competence in accessing technology and computers. These competencies are useful in academic fields, such as learning and finding useful information to add insight. As is known, there are often differences in the features provided on social media that are accessed through a computer with a cell phone. This Indicator reflects the ability to find more varied information in social media.
Digitization of media in various fields has become an inevitable phenomenon;
digitization makes learning easier with internet facilities. So that the presentation of materials can be provided through games, audio, and video; it encourages effectiveness and efficiency for various purposes. (Gusti Yarmi, 2017). In this day and age, the ability in the technology field is an inevitable requirement in supporting progress, both personally and collectively. Article 4D of the Electronic Information and Transaction Act implies using information and communication technologies as concrete steps in advancing the nation. This progress can be obtained if all people can actively access information and communication technology, which is effective and efficient in helping their needs.(Utama, 2023).
Table 3. Critical Thinking Skills
Skill Level requirement
sa a d s
d 1. Intensity of
using internet media compared to
27.2% 6
7%
5.6
%
2. Ability to access the internet to access social media and
get the
information needed
29.5% 67% 3.4%
3. Ability to use social media to make it easier to exchange messages
18% 78% 3.4%
4. Ability to get accurate information by
comparing information from one source other sources
18% 77.2% 4.5%
5. Ability to distinguish various kinds of media content, photos, videos and other posts
29.5% 68% 2.2%
6. Ability to understand information conveyed on the internet and other media
19% 76% 4.5%
7. Understandi
ng the
existence of the ITE Law which is the legal umbrella of activities on social media
23.8% 70.4% 5.7%
8. Ability to trust the information I get if it has been spread in various media
10.
2%
65.9
%
33.8
%
9. Ability to 17 77.2 5.7%
explain the information I get to others either directly or through social media
% %
10. Ability to create media content, photos, videos
19.
3%
76.1
%
4.5%
Average 21.
15%
72
%
7.33
% Description: strongly agree (sa), agree (a), disagree (d), strongly disagree (sd)
Based on the above data, obtained an average of 93, 15%. The highest ability is distinguishing a wide variety of media content, photos, videos and other posts by 97.5%.
Social media such as Instagram, which includes viewing, posting, and commenting on photos and videos of oneself and others, is now part of adolescents' daily lives. Tsitsika in (Gordon et al., 2021). Social media also support the ability to distinguish various kinds of content with other new features accompanying it.
According to the PR Center Team of the Ministry of Trade of the Republic of Indonesia, various social media applications are as follows : (a) Video-sharing social media applications, namely social media applications that support users with effective and efficient video-sharing activities to share video content.
These applications, for example, are YouTube and Vimeo, (b) microblog social media applications, which are blog-shaped applications that allow users to create posts in the text that are limited in the number of characters. Microblog social media applications quite widely used in Indonesia are Twitter and Tumblr, (c) social media applications share social networks, namely applications that provide services to connect with fellow users. This application can be seen on Facebook and Path, (d) professional network sharing applications are generally
used by professionals, usually college students, researchers, professional workers and so on. These social media examples are LinkedIn, Scribd and Slideshare, (e) Photo- sharing apps offer space for visual content in the form of photos shared within the social media network. This application also provides filter features to support a more exciting photo editing process and hashtags that can help search for a topic faster. Examples of these apps are Instagram and Pinterest.(Kemendagri, 2014).
The lowest ability lies in the ability to trust the information obtained if it has been spread in various media at 33.8%. The ease of obtaining information can facilitate providing more knowledge to its users. However, infrequently, the information could be better for the audience due to the amount of information with the views of everyone who can not be controlled. (Kurniawati & Baroroh, 2016). It can lead to a widely mistaken view that the information on social media is not necessarily accountable for the truth. Suppose the audience who receives the information does not do. In that case, much misinformation can lead to several problems such as deviation of social behaviour, not caring about religion anymore and even becoming atheists, cyber- crime such as data theft, fraud and some moral or psychological deviations.
The media can also present new things, such as new perspectives, beliefs, and cultures opposite to the country. If not filtered according to conditions and needs, new things affected by modernization can distance Indonesian citizens' personalities and original identities. In this case, it can be a country character that is religious, moral, dignified and has simple norms and lifestyles.(Irwansyah, 2014). Ryan Ariesta in (Pratiwi & Nola, 2019), highlights the factor that Indonesian people are easy to trust, influenced by various hoax content, such as people who are still very lacking in checking the truth and authenticity of the news. This behaviour changes the views
of the Indonesian people on the phenomenon that is currently viral. All news is presented quickly, but sometimes inaccurately, because the main thing is the speed of reporting. The appearance of the site and community accounts also influenced this. In addition, the Indonesian people are too quick to pin conclusions on something. This behaviour is due to the lack of insight into causal relationships. So when this happens, it can be concluded that the lack of intention to find out things in depth.
Social media literacy is associated with behaviour in positioning the use of social media that brings various life consequences, such as economic, social, political and religious attitudes. So mediation between technology and the audience to practice technology appropriately and morality-based needs. Literacy is also related to a person's attitude who can select, assign, access, manage and assess content or information. The implication is the ability to make the correct conclusions, fast and intelligent, so using social media to be wise is correct. Thus the need for intelligence from a social media user in addressing some information so as not to have bad implications in everyday life. In addition, it can also be applied to the balance pattern of social media users responding to something not to seem inclined to one party only. A moderate (balanced) or neutral attitude may be an alternative. (Kosasih, 2019).
Rheingold in (Ganggi, 2018), provides an alternative way that can be taken to literation of social media as follows : (a) attention, namely the ability to recognize and understand how individual thoughts are formed, (b) Participation, namely sensitivity when and how participation can be done. This option can give users a different experience regarding being productive. Participation in social media can be divided into two, namely active netizens and passive netizens. Active netizens are social media users who post on social media. In contrast, passive users are social
media users who only read social media timelines without making posts, (c) collaboration is when fellow social media users can work together to achieve specific goals. With collaboration, it can support fellow users in completing potential and creating creativity and innovation, (d)network awareness, which is a state where social media users understand the function of social media to increase social relationships. How to join a particular group, community or forum following the interests or needs of social media users, (e)access social media critically, the intention is to assess any information on social media. Is the information correct? Can this information be verified as accurate? The social media user can do this by checking the form of the site, the informant's background, and so on.
Table 4. Communicative Skills
Skill Level requirement
sa a d s
sd 1. By using the
internet can access social media
43.1% 56.8%
2. In a day can use various kinds of social media
27.2% 64.7% 7.9%
3. At least three hours a day
use the
internet and social media
18.1% 78.4% 3.4%
4. Always exchange messages using social media every day
23.8% 65.9% 10.2%
5. Join groups on social media to exchange messages and share information
20.4% 55.6% 23.8%
Average 26.59% 64.31% 11.36
%
Description: strongly agree (sa), agree (a), disagree (d), strongly disagree (sd)
The questionnaire results showed that literacy in the communication domain averaged 90.9%. The highest indicator is the use of social media access, 99%. Social media access has several accompanying uses, such as; (a) expanding social relations by reaching out to each user. Social media has a design to expand human social interaction using the internet; (b) change the practice of unidirectional communication; through broadcast media from one medium to many audiences to the practice of dialogical communication between audiences. This practice makes existing communication feel alive, (c) social media encourages independence and freedom in access to knowledge and information. Social media changes people who initially can only be an audience and can become informants of information. (Kosasih, 2019)
This phenomenon can be seen during the pandemic when access to education was transferred online, including the emergence of educational content, which is also one of the most widely opened content types. Teenagers spend 2.5-3 hours daily browsing the internet, accessing social media and playing online games. (Muflih & Erwanto, 2017). Social media is a medium to share information with the audience through content. The content in social media can come from the region, which has a variety of backgrounds, cultural, social, economic, beliefs and so on. The positive effect is that social media can be a medium that facilitates encyclopedias globally.
Responding to this, social media users must prepare themselves with critical thinking skills, wisdom and emotional control.(Kemendagri, 2014).
As for the indicator that obtained the lowest ability results, adolescents joining groups on social media to exchange messages and share information was 76%, with a non- participation of 23.8%. Social media content
contains several elements such as identity, interaction, and sharing) presence, relationships, reputation, and groups (group).(Kemendagri, 2014)
Adolescents' participation in social media groups can positively impact learning outcomes, interest and motivation of students in learning and foster creative attitudes in students. Hikmatiar in (Rahmadani, 2020).
Furthermore, Google Classroom has proven to be able to boost teenagers ' interest and motivation to learn because teaching materials are fully available in Google Classroom with the features it has. Maharani & Kartini, in (Rahmadani, 2020). Google Meet, Google Classroom, and Zoom applications in supporting the learning process certainly have a positive impact and value for the world of education, such as ease of accessing the internet, online learning, and knowing the latest information related to lectures. (Rahmadani, 2020). Online media that teenagers generally prefer are Google Classroom for 53%, WhatsApp Group 21%, Youtube 16%, Instagram 7%, and Zoom 3%. (Mustakim, 2020). Concerning the participation of adolescents in groups on social media, social media access in adolescents has different characteristics. Each individual is unique, with specific characteristics inherent in him. These inherent elements can be experiences, motives, behaviours and characters. (Annisa, 2016). Social media as a second world is proven to create interaction patterns different from others. Teenagers accessing social media with high intensity will affect their social interactions in the real world. This situation can then create adolescents who have sociability and low social sensitivity. (Efendi et al., 2017). This kind of thing is a process of adaptation of adolescents to the social environment in society. (Pratama, 2019).
CONCLUSION
Adolescent social media literacy in technical skills is dominated by the ability to exchange messages using social media such as Facebook, Twitter, Path, and Instagram. While in the aspect of critical thinking the use of social media still relies on the ability to distinguish various kinds of media content, photos, videos and other posts but has not touched on the aspect of message depth and meaning. While literacy in the realm of communication is dominated by communicating with the use of social media access and at this stage requires further education that adolescents should also be able to build direct social interaction in communicating. It is expected that related parties such as schools and families need to provide repeated education to students that it is important to have good literacy skills in finding information, paying attention to aspects of the quality of the information sought and the ability to process and understand the information obtained. With this ability, adolescents will have good and comprehensive social media literacy skills in carrying out activities on social media.
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