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Contact Name
Arwan Wiratman
Contact Email
arwan.wiratman17@gmail.com
Phone
+6285343748580
Journal Mail Official
redaksi.josse@gmail.com
Editorial Address
Jl. Makkarani Komp. Green Riyousa Blok E. No 12. A Gowa Sulawesi Selatan, Indonesia
Location
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INDONESIA
Journal of Social and Scientific Education
ISSN : 30470684     EISSN : 30470684     DOI : https://doi.org/10.58230/josse.v1i1.30
Core Subject : Education, Social,
JOSSE: Journal of Social and Scientific Education is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). JOSSE: Journal of Social and Scientific Education is a scientific publication media that plays an important role in presenting research results and theoretical studies in the field of education. This journal is not only a valuable reference source, but also a useful publication tool for various parties, such as teachers, lecturers, students, school supervisors, policymakers, and education observers. By accepting articles in English and Indonesian, JOSSE seeks to bridge collaboration and knowledge exchange at the national and international levels, with the following scope of study: Learning Material Development Measurement, Assessment, and Evaluation of Education Teacher Professional Development Learning Activities Education Policy Educational Facilities and Infrastructure
Articles 41 Documents
Social Media Usage and the Academic Engagement of Junior High School Students in Northwestern Ghana Puobanye, Christiana; Siita, Niamatu; Seidu, Emelia
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.463

Abstract

Despite the growing prevalence of social media among adolescents, limited research has examined its direct impact on academic engagement among Junior High School (JHS) students in underserved contexts. While prior studies have explored social media’s effects on academic performance, procrastination, and peer interaction, few have investigated how students’ digital behaviours influence engagement in learning activities, highlighting an important empirical gap. This study argues that social media exerts a dual influence, simultaneously enabling learning through collaboration and access to educational resources, while also fostering distraction and superficial learning. Guided by the research question, "How do social media use patterns and contextual factors shape the academic engagement of JHS students in the Wa Municipality?" the study adopted a qualitative approach. Data were collected through focus group discussions and semi-structured interviews with purposively sampled students, teachers, and parents. Thematic content analysis generated axial codes, subthemes, and main themes, including levels of social media use, academic benefits and disruptions, and regulatory gaps. Findings reveal that social media both supports learning and undermines attention and self-regulation. The study underscores the need for structured digital literacy programs, proactive adult mediation, and school-based policies to balance social media use. These insights contribute to understanding the nuanced role of social media in adolescent educational engagement and inform strategies for responsible digital integration in schools.