Garuda - Garba Rujukan Digital

Metacognitive Readiness in Digital Learning and Its Role in ‎Lifelong Learning Pathways Fritz Hotman Syahmahita Damanik; Jahlan Naftali Remtula
Digital Learning, Social Science, and Life-course Studies Vol. 2 No. 1 (2026): June
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.349

Digital learning increasingly structures educational participation across the lifespan, yet little is known about how cognitive resources developed in digital contexts shape long-term learning pathways. This study examines metacognitive readiness in digital learning and its role in lifelong learning pathways using a life-course oriented cross-sectional design. A total of 224 participants were recruited across three life-course stages: adolescence, emerging adulthood, and adulthood. Metacognitive readiness, digital learning experience, and lifelong learning orientation were measured using validated instruments. Analyses compared mean-level differences across stages and tested stage-specific predictive models and interaction effects. Results revealed three consistent patterns. First, metacognitive readiness increased systematically across life-course stages. Second, metacognitive readiness was positively associated with lifelong learning orientation in all stages, with the strength of association increasing from adolescence to adulthood. Third, regression and interaction analyses showed that the predictive role of metacognitive readiness became significantly stronger in later life-course positions, indicating a changing functional role across developmental contexts. These findings suggest that metacognitive readiness is not merely a proximal learning skill but a life-course resource that increasingly shapes individuals’ orientation toward lifelong learning. The study advances digital learning research by shifting attention from short-term outcomes to long-term learning trajectories and highlights the importance of embedding metacognitive support in digital education to sustain learning across the lifespan.

Persepsi dan Pengalaman Siswa SMA tentang Kekerasan Seksual Daring di SMA Swasta Harapan Mandiri, Medan Fritz Hotman Syahmahita Damanik; Oman Sukmana; Agus Rianto; Ilham Kauli; Salmin Salmin; Rachmad Kristiono Dwi Susilo
Jurnal Sosiologi USK (Media Pemikiran & Aplikasi) Vol. 19 No. 1 (2025)
Publisher : Program Studi Sosiologi, Universitas Syiah Kuala, Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jsu.v19i1.45577

This study aims to explore students' perceptions and experiences regarding online sexual violence (OSV) at Harapan Mandiri Senior High School in Medan. Employing a qualitative approach with in-depth interviews, the research involved six students and two teachers as key informants. The findings reveal that while most students are familiar with the term OSV, their understanding remains limited and largely shaped by personal experiences or peer observations. Social media platforms such as Instagram, WhatsApp, and TikTok are identified as the most vulnerable spaces for OSV, including inappropriate messages, requests for sexual content, and the non-consensual distribution of images. Although the school has implemented preventive efforts such as seminars and counseling services, students perceive these measures as inconsistent and lacking in depth. Fear of blame, social stigma, and the absence of secure reporting mechanisms have discouraged students from speaking up. This study underscores the need for a comprehensive strategy that includes continuous digital literacy education, psychosocial support, and strengthened communication among students, teachers, and parents. The research offers empirical insights into the realities of OSV among high school students and highlights the urgent need for schools to take a more active and context-sensitive role in protecting students in digital environments. Abstrak Penelitian ini bertujuan mengungkap persepsi dan pengalaman siswa terkait kekerasan seksual daring di SMA Harapan Mandiri Medan. Dengan menggunakan pendekatan kualitatif dan teknik wawancara mendalam, penelitian ini melibatkan enam siswa dan dua guru sebagai informan utama. Hasil temuan menunjukkan bahwa sebagian besar siswa telah mengenal istilah kekerasan seksual daring, namun pemahaman tersebut masih bersifat terbatas dan banyak diperoleh melalui pengalaman pribadi maupun pengamatan terhadap lingkungan sekitar. Media sosial seperti Instagram, WhatsApp, dan TikTok diidentifikasi sebagai platform yang paling rentan terhadap perilaku kekerasan seksual daring, termasuk pesan yang tidak pantas, permintaan konten seksual, dan penyebaran gambar tanpa persetujuan. Meskipun sekolah telah melakukan upaya preventif melalui seminar dan layanan konseling, siswa menilai pendekatan tersebut belum konsisten dan belum menyentuh akar persoalan. Rasa takut disalahkan, stigma sosial, dan minimnya mekanisme pelaporan yang aman membuat banyak siswa enggan melapor. Penelitian ini menegaskan pentingnya pendekatan menyeluruh yang mencakup pendidikan digital berkelanjutan, dukungan psikososial, serta penguatan komunikasi antara siswa, guru, dan orang tua. Penelitian ini memberikan gambaran empiris mengenai dinamika kekerasan seksual daring di kalangan pelajar serta menunjukkan perlunya peran aktif sekolah dalam membangun sistem perlindungan yang lebih relevan dan kontekstual dengan kehidupan digital siswa.

The Legitimation Crisis of Mass Education: Habermas's Communicative Rationality as an Analytical Framework for the Erosion of Educational Authority in Late Modernity Fritz Hotman Syahmahita Damanik; Oman Sukmana; Jahlan Naftali Remtula
About the Journal Vol 10, No 1 (2026): IJTIMAIYA: Journal of Social Science and Teaching
Publisher : Program Studi Tadris IPS Fakultas tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/ji.v10i1.36985

This article examines the crisis of legitimacy of mass education in late modernity through the perspective of Jürgen Habermas's communicative rationality. The goal is to identify the structural causes of the decline in public trust in educational institutions. Using a critical-interpretive approach that combines theoretical analysis and empirical data, this study identifies three forms of educational colonization: credentialism, standardized measurement, and commercialization. Gallup/Lumina data (2024) shows that trust in higher education has decreased from 57% (2015) to 36% (2024), while Pew Research (2025) notes that 70% of Americans believe higher education is moving in the wrong direction. As a solution, this article offers a Communicative Recovery Framework that includes stages of diagnosis, intervention, and recovery based on Habermasian principles. Future research should test this framework through case studies of institutional reform.

The Legitimation Crisis of Mass Education: Habermas's Communicative Rationality as an Analytical Framework for the Erosion of Educational Authority in Late Modernity Fritz Hotman Syahmahita Damanik; Oman Sukmana; Jahlan Naftali Remtula
About the Journal Vol 10, No 1 (2026): IJTIMAIYA: Journal of Social Science and Teaching
Publisher : Program Studi Tadris IPS Fakultas tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/ji.v10i1.36985

This article examines the crisis of legitimacy of mass education in late modernity through the perspective of Jürgen Habermas's communicative rationality. The goal is to identify the structural causes of the decline in public trust in educational institutions. Using a critical-interpretive approach that combines theoretical analysis and empirical data, this study identifies three forms of educational colonization: credentialism, standardized measurement, and commercialization. Gallup/Lumina data (2024) shows that trust in higher education has decreased from 57% (2015) to 36% (2024), while Pew Research (2025) notes that 70% of Americans believe higher education is moving in the wrong direction. As a solution, this article offers a Communicative Recovery Framework that includes stages of diagnosis, intervention, and recovery based on Habermasian principles. Future research should test this framework through case studies of institutional reform.

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