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All Journal Jupiter Aisyah Journal of Informatics and Electrical Engineering Jurnal Teknik Informatika (JUTIF) Jurnal Algoritma Finger : Jurnal Ilmiah Teknologi Pendidikan Jurnal Pengabdian Masyarakat Bangsa Jurnal Pendidikan Teknologi Informasi dan Komunikasi Jurnal Pendidikan Teknologi Informasi (J-Diteksi) Jurnal Rekayasa Perangkat Lunak
Dita Septasari
Universitas Aisyah Pringsewu
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Literatur Review: Media Sosial dan Implikasi Terhadap Pola Pikir Peserta Didik Sekolah Menengah Atas Yusuf, Rahman; Septasari, Dita
Jurnal Pendidikan Teknologi Informasi (J-Diteksi) Vol. 5 No. 1 (2026): Jurnal Pendidikan Teknologi Informasi (J-Diteksi)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/diteksi.v5i1.2249

Abstract

Social media has transformed into a digital ecosystem inseparable from the lives of Senior High School (SMA) students, bringing complex implications for the development of their thinking patterns. This literature review aims to analyze and synthesize current empirical evidence regarding the impact of social media on various domains of high school students' thinking patterns, encompassing cognitive, socio-emotional, and academic aspects. The method employed is a literature review of 15 research articles from various international databases and accredited national journals. The analysis reveals that excessive social media use correlates with attention disorders, decreased working memory, and erosion of students' intrinsic learning motivation. In the socio-emotional domain, passive usage patterns accompanied by social comparison contribute to increased anxiety, depressive symptoms, and decreased socio- emotional skills. Nevertheless, research also uncovers the positive potential of social media when used purposefully for collaborative learning. Key moderating factors determining the impact of social media use are students' self-regulation abilities and intrinsic motivation. Referring to the complexity of these impacts, this review recommends the integration of Critical Digital Literacy into the curriculum as a fundamental strategy for building digital resilience. Critical Digital Literacy equips students with a critical thinking framework to analyze content, understand platform mechanisms, manage online identity reflectively, and utilize technology constructively. Thus, high school students can become intelligent, critical, and responsible users within their digital ecosystem.
A Conceptual Framework for Technology-Enhanced Learning Design: Bridging Pedagogy and Digital Innovation Septasari, Dita; Awaliyani, Ikna; Aminudin, Nur; Ariyanti, Septika; Asadi, Shima
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 1 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i1.518

Abstract

Background: Learning designs must be grounded in pedagogical principles and make appropriate use of technical advancements in light of the digital transformation of education. Nonetheless, there is still a disconnect in many educational environments between the use of technology and pedagogical requirements.Aims: The research objective is to develop a conceptual framework for Technology-Enhanced Learning Design that bridges pedagogical principles with digital innovation. The research scope included a literature analysis, a review of best practices, and initial validation through education and technology experts.Methods: This research employed a qualitative approach with conceptual analysis and expert validation methods. Data were collected through a systematic literature review (2020–2025) and interviews with education and technology experts. Analysis was conducted using a thematic approach to identify the key dimensions of the technology-based learning design framework.Results: Pedagogical (learner-centered design, active engagement, personalization), technological (interoperability, scalability, AI integration), and implementation (continuous evaluation, institutional context, user readiness) are the three primary dimensions of the conceptual framework that emerged from the research. Compared to earlier studies, this framework has demonstrated the ability to more thoroughly integrate digital innovation with pedagogical concepts.Conclusion: The significance of combining technology and pedagogy in learning design is emphasized by this study. Researchers, educators, and legislators can use the conceptual framework that is produced as a guide for creating digital learning that is more sustainable and successful.
Co-Authors Abdul Aziz, RZ. Ariyanti, Septika Asadi, Shima Dwi Feriyanto Ikna Awaliyani Isni Kurnia , Ulfa KHOIRUL ANAM Muhammad, Adamu Abubakar Mukaromah, Hafsah Nur Aminudin Nurul Hidayat Sari, Elvi Puspita Tahta Herdian Andika Ulfa Isni Kurnia Usmanto, Budi Yusuf, Rahman