<![CDATA[This study aims to analyze Generation Z behavior in using social media as an educational medium and to describe the extent to which it is implemented in the learning process at Institut Agama Islam Nurul Hakim, Kediri, West Lombok. A descriptive qualitative approach was employed with ten informants as specified in the research method: six students and four lecturers. Data were collected through observation, unstructured interviews, and documentation, and were analyzed inductively through data reduction, data display, and conclusion drawing and verification. Technique triangulation was used to strengthen data credibility. The findings show that Generation Z students perceive social media as a learning space that is close to their daily lives, flexible, visual, interactive, and useful for information seeking, collaboration, and creativity. YouTube, Instagram, TikTok, Facebook, and instant-messaging services are informally used to access learning materials, tutorials, educational videos, online events, and academic information. Nevertheless, these practices have not been optimally integrated into formal classroom instruction. Wi-Fi and computer laboratory facilities are available, but classroom practice remains dominated by conventional discussions and presentations. The study therefore identifies a gap between students' strong digital readiness and the limited pedagogical integration of social media at the institutional level. Higher education institutions should respond by developing guidelines, lecturer and student training, and learning designs that position social media as a purposeful, critical, and responsible pedagogical complement. ABSTRAK Penelitian ini bertujuan menganalisis perilaku Generasi Z dalam memanfaatkan media sosial sebagai media edukasi serta menggambarkan tingkat penerapannya dalam proses pembelajaran di Institut Agama Islam Nurul Hakim, Kediri, Lombok Barat. Penelitian menggunakan pendekatan kualitatif deskriptif dengan 10 informan yang dirinci pada bagian metode penelitian, yaitu enam mahasiswa dan empat dosen. Data dikumpulkan melalui observasi, wawancara tidak terstruktur, dan dokumentasi, kemudian dianalisis secara induktif melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa mahasiswa Generasi Z memandang media sosial sebagai ruang belajar yang dekat dengan keseharian, fleksibel, visual, interaktif, dan mendukung pencarian informasi, kolaborasi, serta pengembangan kreativitas. YouTube, Instagram, TikTok, Facebook, dan layanan pesan instan digunakan secara informal untuk memperoleh materi, tutorial, video edukasi, mengikuti kegiatan daring, dan bertukar informasi akademik. Namun, pemanfaatan tersebut belum terintegrasi secara maksimal ke dalam pembelajaran formal di kelas. Fasilitas seperti jaringan Wi-Fi dan laboratorium komputer telah tersedia, tetapi praktik pembelajaran masih didominasi diskusi dan presentasi konvensional. Temuan ini memperlihatkan adanya kesenjangan antara tingginya kesiapan digital mahasiswa dan rendahnya integrasi pedagogis media sosial di tingkat institusi. Implikasinya, perguruan tinggi perlu mengembangkan pedoman, pelatihan, dan desain pembelajaran yang menempatkan media sosial sebagai pelengkap pedagogis secara terarah, kritis, dan bertanggung jawab.]]>
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