Integrating interactive learning media and social digital literacy in social studies learning: A classroom action research study

This study investigated the integration of interactive learning media and social digital literacy into Social Studies instruction to address students’ limited classroom participation and their difficulties in critically evaluating digital information. The study employed Classroom Action Research (CAR) involving 67 Grade VII students at SMP Negeri 4 Pare. The research was conducted in two cycles, each comprising planning, action, observation, and reflection. Interactive learning media were integrated with social digital literacy activities to promote active participation, collaborative discussion, critical evaluation of digital information, and responsible engagement with social issues. Data were collected through learning achievement tests, student worksheets, classroom observations, and teacher reflection notes and were analyzed descriptively across the two action cycles. The findings showed consistent improvements from Cycle I to Cycle II. The mean Social Studies achievement score increased from 72.4 to 83.1, while the proportion of students demonstrating high classroom participation increased from 25% to 55%. Similarly, the proportion of students achieving a high level of social digital literacy increased from 25% to 50%. Classroom observations further indicated greater student confidence in expressing opinions, responding to peers, collaboratively examining social issues, and critically engaging with digital information. These improvements were supported by reflective adjustments to instructional activities between cycles. The findings suggest that integrating interactive learning media with social digital literacy can provide a participatory and reflective learning environment that supports students’ academic learning, classroom engagement, and responsible use of digital information in Social Studies education.