<![CDATA[This study aims to determine the effect of microlearning-based sociology learning through a digital platform on the retention of social change concepts in high school students. This study used a quantitative quasi-experimental method with a pretest-posttest control group design. The study sample consisted of 60 11th-grade students of MAS AnNur Sumenep, who were divided into an experimental group (30 students) who participated in microlearning and a control group (30 students) who participated in conventional learning. The research instrument was a concept retention test with 15 multiple-choice questions and 5 short essay questions, measuring understanding of the definition, causal factors, impacts, and application of the concept of social change. Data were analyzed using SPSS software, including descriptive statistics, the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and an independent t-test to examine differences in concept retention between groups. The results showed that the experimental group had a higher average posttest score than the control group (82.5 vs. 70.4), with p < 0.05, and the effect of the microlearning method was very large (Cohen's d = 2.14). These findings confirm that microlearning-based learning through a digital platform significantly improves high school students' retention of social change concepts. This research offers practical implications for sociology teachers in designing interactive, technology-based learning to enhance students' retention and understanding of social concepts.]]>
