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Muhammad Aridan
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Digital Learning, Social Science, and Life-course Studies
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 31098096     DOI : https://doi.org/10.70211/disolife
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Social Sciences
Digital Learning, Social Science, and Life-course Studies (DiSoLife) is a peer-reviewed scientific journal dedicated to publishing high-quality research in the fields of digital learning, social sciences, and life-course studies. The journal provides an open-access platform, ensuring all articles are freely available online without requiring a subscription. The DiSoLife journal is published twice a year, with the primary goal of disseminating innovative research findings to educators, researchers, and practitioners working in digital education, social sciences, and life-course studies. The journal explores how digital technologies are transforming educational practices, influencing social dynamics, and shaping life trajectories, offering insights into both theoretical perspectives and applied research.
Arjuna Subject : Ilmu Sosial - Life-span and Life-course Studies
Articles 17 Documents
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Enhancing Social Studies Achievement through the Make a Match Cooperative Model: The Moderating Role of Student Motivation Herma Kurnia Putri; Eko Risdianto; Adityas Agung Ramandani
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 1 (2025): June 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i1.258

Abstract

This study investigates the effectiveness of the Make a Match cooperative learning model in enhancing social studies achievement among seventh-grade students, while considering student motivation as a moderating variable. Employing a quasi-experimental design with a pretest-posttest control group, the study involved 84 students from Al-Azhar 3 Junior High School in Bandar Lampung, Indonesia, who were divided into experimental and control groups using cluster random sampling. Data were collected through a validated achievement test and a motivation questionnaire, then analyzed using ANOVA and independent samples t-tests. The findings indicate that the Make a Match model significantly improves student learning outcomes compared to traditional methods, particularly for students with high motivation. Conversely, students with low motivation benefited more from the Jigsaw model, highlighting a critical interaction effect between instructional strategy and learner characteristics. These results underscore the importance of aligning pedagogical approaches with students’ motivational profiles to optimize academic achievement. The study contributes to the literature on differentiated instruction and cooperative learning by emphasizing the nuanced interplay between teaching methods and student motivation.
Design and Development of Flash-Based Learning Media for Enhancing Students’ Learning Interest Febby Rullya Rasyid; Tubagus Ali Rachman Puja Kesuma; Karsiwan
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 1 (2025): June 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i1.259

Abstract

This study aimed to design and develop Flash-based learning media to enhance student engagement in sociology education at SMK Negeri 4 Bandar Lampung. The media was developed using the Cooperative Learning model, and its effectiveness was evaluated through expert assessments and field trials, following the Borg and Gall development steps. The results showed that the Flash-based media significantly increased student interest in learning compared to traditional PowerPoint presentations. The multimedia tool, integrating visual, auditory, and interactive elements, helped students better understand abstract sociological concepts. The findings indicate that Flash-based learning media is a promising tool for improving student motivation and learning outcomes in vocational high school settings. The study contributes to the growing body of research on multimedia applications in social science education and emphasizes the importance of integrating digital tools in classroom teaching to foster engagement and enhance learning experiences. The study’s limitations include a small sample size and the focus on short-term engagement. Future research should examine the long-term impact of such media on academic performance and explore its broader applicability across different educational contexts.
A Qualitative Study of Online Disinhibition and Parasocial Bonds Among ‎Indian Adolescents Kavita Sharma; Manju Gera‎
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 2 (2025): December 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.318

Abstract

This study explores the impact of the Online Disinhibition Effect (ODE) and Parasocial Attachment (PSA) on Indian adolescents' emotional expression, behavior, and identity formation in digital environments. Through a combination of reflective journals and semi-structured interviews with 42 adolescents, the research examines how ODE influences self-expression, emotional release, and the development of parasocial bonds with media figures. Findings reveal that ODE significantly enhances emotional freedom and self-expression online, leading to the formation of parasocial relationships, which act as emotional substitutes for real-life interactions. These relationships were found to play a critical role in adolescents’ identity exploration and emotional regulation, particularly in the context of Indian cultural values such as collectivism and family dynamics. The study also identifies the emotional validation through social media engagement as a key mediator in the development of PSA. The results highlight the complex interplay between online disinhibition, parasocial connections, and adolescent development, providing new insights into the role of digital platforms in shaping adolescent identities in non-Western contexts. The study contributes to the literature on digital behavior, identity formation, and cultural influences on online interactions, offering practical implications for media literacy and digital emotional intelligence in educational settings. Future research should expand the sample to include diverse socioeconomic backgrounds and employ longitudinal methods to explore the long-term effects of ODE and PSA.
Biology Education Across the Life Course: A Qualitative Exploration of Learning Trajectories, Transitions, and Meaning-Making Elizabeth Ndekumwa Ngololo; Bernard Dione; Sangeeth; Anita Wulandari
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 2 (2025): December 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.337

Abstract

This study explores biology education from a life course perspective by examining how learning trajectories, educational transitions, and meaning-making processes evolve across different stages of individuals’ lives. Drawing on qualitative methodology, the study employed in depth, semi structured life history interviews with purposively selected participants who had engaged in biology education at various educational stages. Data were analyzed using thematic narrative analysis informed by life course theory to identify patterns of continuity, change, and critical turning points in participants’ educational experiences. The findings reveal that early encounters with biology education play a foundational role in shaping long-term learning trajectories, while educational transitions particularly between secondary, higher education, and post formal contexts function as pivotal moments that can redirect engagement with biology either positively or negatively. Furthermore, the study demonstrates that the significance of biology education is not fixed during formal schooling but often reconstructed later in life as individuals integrate biological knowledge into personal, social, and professional contexts. These results suggest that biology learning outcomes may emerge cumulatively and longitudinally rather than immediately following instruction. The study contributes to the literature by bridging life course studies and biology education research, offering a novel qualitative perspective on biology learning as a developmental and contextually embedded process. The implications of this research highlight the need for biology education practices and policies that emphasize continuity, relevance, and contextual meaning-making across educational stages, thereby supporting sustained engagement with biological knowledge throughout the lifespan.
Studies The Dynamic Of The Teaching Strategies In English ‎And Mathematic Classrooms Abdullah Al Maqbali
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 2 (2025): December 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.339

Abstract

Teaching strategies play a critical role in shaping classroom interaction and student engagement across subject areas; however, their implementation often varies according to disciplinary contexts. This study aims to explore and compare the dynamics of teaching strategies employed in English and mathematics classrooms within the General Foundation Programme at a public university in Oman. Adopting a qualitative ethnographic design, data were collected through non participant classroom observations conducted in one English class and one mathematics class, supported by structured observation checklists and detailed field notes. The findings reveal a clear divergence in instructional approaches, with the English classroom predominantly employing learner centered strategies that foster active participation, collaboration, and instructional responsiveness, while the mathematics classroom relied largely on teacher centered instruction emphasizing content delivery and procedural accuracy. These contrasting approaches significantly influenced classroom climate, patterns of interaction, and levels of student engagement. The study contributes to the literature by providing classroom based, observational evidence of subject-specific instructional dynamics within a shared institutional context. The findings imply that professional development programs should emphasize adaptive pedagogical strategies that enable teachers, particularly in traditionally teacher centered subjects such as mathematics, to integrate learner centered elements in ways that enhance student engagement without compromising instructional efficiency.
The Evolution of Media Education Methodologies: From ‎Traditional Approaches to Modern Innovations Jumakulova Nargiza Rakhmatillayevna; Kushieva Nodira Khabibjonovna
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 2 (2025): December 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.341

Abstract

The rapid expansion of digital technologies has fundamentally transformed media ecosystems and educational practices, prompting the continuous evolution of media education methodologies. This study examines the development of media education from traditional protectionist approaches, which emphasized critical analysis of mass media, to contemporary integrative models that combine critical reflection with digital and multimodal media production. Using a qualitative integrative literature review, this study synthesizes theoretical perspectives, international policy frameworks, and empirical research published between 2015 and 2025. Data were analyzed thematically to identify major methodological shifts, converging paradigms, and persistent challenges in media education. The findings reveal a clear transition from passive, analysis-oriented models toward empowerment-based and participatory approaches that position learners as both critical analysts and active media producers. Contemporary methodologies increasingly integrate critical media literacy with technical and digital competencies, addressing issues such as information evaluation, ethical media use, and digital citizenship in complex, algorithm-driven environments. International frameworks, particularly UNESCO’s Media and Information Literacy initiatives, have played a significant role in shaping these integrative orientations, although their implementation remains uneven across educational contexts. This study contributes an integrative perspective on media education methodologies by linking historical foundations, theoretical debates, policy directions, and classroom practices. The findings underscore the importance of embedding media education as a core, cross-curricular component supported by teacher capacity building and institutional commitment. Such an approach is essential for preparing learners to navigate the challenges of the global information society critically, ethically, and creatively.
Language Learning Across the Life Course: A Qualitative Study of Digital Practices, Educational Transitions, and Intergenerational Experiences Hamza‎ Andaloussi; Asubiojo Raphael Ojo
Digital Learning, Social Science, and Life-course Studies Vol. 1 No. 2 (2025): December 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/disolife.v1i2.346

Abstract

Digital technologies have transformed language learning by extending opportunities beyond formal education and promoting lifelong engagement. Despite growing research, studies often focus on specific contexts and short-term outcomes, offering limited insights into the longitudinal development of language learning across life stages. This study addresses this gap by using a qualitative life-history approach, informed by life-course theory, to explore how individuals experience and sustain digital language learning. Data were collected through semi-structured interviews with participants from various age groups and analyzed with narrative thematic analysis. The results show that digital language learning is a dynamic process, starting with early socialization in family and school, intensifying during key transitions, and continuing into adulthood through self-directed digital engagement. Intergenerational relationships and unequal access to digital resources influence learners’ opportunities, motivations, and orientations. These findings suggest that digital technologies not only enhance access and flexibility but also allow learners to adapt their language learning amid life disruptions. By integrating life-course and intergenerational perspectives, this study expands research that typically views learning as context-dependent. It offers implications for educational policies and digital learning frameworks, highlighting the need to recognize language learning as a lifelong process and address digital and intergenerational inequalities for inclusive, sustainable language learning.

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