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Transformasi Komunikasi Generasi Z di Media Sosial dalam Masyarakat Jaringan inayah inayah
Interaction: Jurnal Sosiologi Komunikasi Vol 2 No 1 (2026): Budaya Digital dan Politik Identitas: Kuasa, Wacana, dan Transformasi dalam Masya
Publisher : Danudirja Setyabudi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64271/ytbext27

Abstract

The development of digital technology and the penetration of social media have significantly transformed societal communication patterns, particularly among Generation Z, who have grown up in a digital environment. From Manuel Castells' perspective on the network society, communication is no longer linear but rather evolves within dynamic, interactive, and virtual-based network structures. This study aims to analyze the transformation of communication among Generation Z on social media by focusing on three main aspects: interaction patterns, identity expression, and the dynamics of the social relationships formed. The research method used is qualitative with a netnographic approach, which enables researchers to observe communication behavior in online communities in depth. Data were collected through participatory observation on Instagram, WhatsApp, and Facebook, as well as digital content analysis. The research sample consisted of 24 Generation Z social media users who are actively engaged in virtual communities. This study reveals three novel findings. First, the communication transformation of Generation Z is not merely a shift towards faster, visual, and symbolic communication but also involves the emergence of new social relational structures within the framework of the network society. Second, digital symbols such as emojis and memes serve as media for negotiating contextual social meaning. Third, Generation Z's identity is multidimensional and constructed differently across platforms (Instagram, WhatsApp, and Facebook) through adaptive impression management strategies. Thus, digital communication is understood not merely as the exchange of messages, but as a process of simultaneously constructing meaning, identity, and social structure.
PENDEKATAN DUAL CODING PAIVIO UNTUK MENINGKATKAN PEMBELAJARAN INTERAKTIF SISWA DALAM PEMBELAJARAN IPS Aisyah Nur Sayidatun Nisa; Inayah Inayah; Yunike Sulistyosari; Muh. Sholeh Muh. Sholeh
Sosiolium: Jurnal Pembelajaran IPS Vol. 8 No. 1 (2026): April
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i1.38540

Abstract

Artikel ini bertujuan untuk mengkaji secara mendalam penerapan teori Dual Coding yang dikemukakan oleh Allan Paivio dalam meningkatkan pembelajaran interaktif siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Dengan menggunakan pendekatan studi literatur, artikel ini menelaah berbagai penelitian dan teori terkait yang menekankan pentingnya penggabungan informasi verbal dan visual dalam proses pembelajaran. Pendekatan Dual Coding memungkinkan siswa untuk memproses informasi melalui dua saluran berbeda yaitu visual dan verbal, sehingga meningkatkan pemahaman, retensi, dan keterlibatan aktif siswa dalam pembelajaran. Pembelajaran interaktif dengan strategi Dual Coding diharapkan dapat menciptakan lingkungan belajar yang dinamis dan efektif, mendorong partisipasi siswa secara aktif dalam pemecahan masalah dan pengembangan keterampilan berpikir kritis. Hasil tinjauan literatur menunjukkan bahwa integrasi teori Dual Coding dalam pembelajaran IPS mampu meningkatkan kualitas pembelajaran yang lebih bermakna dan responsif terhadap kebutuhan belajar siswa. Artikel ini memberikan rekomendasi bagi pendidik untuk mengimplementasikan strategi pembelajaran interaktif berbasis Dual Coding guna meningkatkan efektivitas pembelajaran IPS secara menyeluruh. This article aims to examine in depth the application of the Dual Coding theory proposed by Allan Paivio in improving students' interactive learning in Social Studies (IPS). Using a literature study approach, this article examines various related studies and theories that emphasize the importance of combining verbal and visual information in the learning process. The Dual Coding approach allows students to process information through two different channels, namely visual and verbal, thereby improving students' understanding, retention, and active engagement in learning. Interactive learning with the Dual Coding strategy is expected to create a dynamic and effective learning environment, encouraging active student participation in problem solving and the development of critical thinking skills. The results of the literature review indicate that the integration of the Dual Coding theory in Social Studies learning can improve the quality of learning that is more meaningful and responsive to students' learning needs. This article provides recommendations for educators to implement interactive learning strategies based on Dual Coding to improve the effectiveness of Social Studies learning as a whole.