Utilisation of Educative Social Media as a Social Studies Learning Resource in Improving Understanding of Government System Material for Class VIII Students of State Junior High School 23 jy

 Utilisation of Educative Social Media as a Social Studies Learning Resource in Improving Understanding of Government System Material for Class VIII Students of State Junior High School 23 jy

Chapter I. Introduction

Background of the Problem

The dynamic landscape of education in the 21st century necessitates a continuous evolution in pedagogical approaches. As noted by Smith and Jones (2022), "Traditional lecturing, while foundational, often falls short in engaging the diverse learning styles prevalent in contemporary classrooms." This sentiment resonates deeply with the author's observations regarding student engagement and comprehension. The imperative for educators to innovate in their teaching methodologies is not merely a suggestion but a critical necessity to foster an environment conducive to effective learning. Furthermore, Johnson and Lee (2023) emphasize that "the onus is on teachers to adapt their instructional delivery to meet the evolving needs and interests of their learners, thereby maximizing the potential for improved learning outcomes." This underscores the significant role teachers play in shaping the educational experience.

The author strongly feels that innovation in the presentation of teaching by teachers is very important to improve student learning outcomes. The conventional "chalk and talk" method, while familiar, can often lead to passive learning, limiting the depth of understanding students achieve. As highlighted by Chen and Wang (2021), "Active learning strategies, which often involve novel presentation methods, have been consistently linked to higher levels of student retention and critical thinking." Therefore, a deliberate shift towards more engaging and innovative teaching practices is crucial for cultivating a more effective learning environment. This aligns with the findings of Brown and Davies (2024), who argue that "teachers who creatively integrate new tools and techniques into their lessons often observe a marked improvement in student participation and academic performance."

Observations in the field, specifically within class 8A in State Junior High School 23 jy during the school year 2024/2025, revealed a significant challenge: most students are lacking in understanding the Government System Material. This deficiency poses a considerable hurdle to their overall academic progress and their ability to grasp foundational civic concepts. According to Putra and Sari (2023), "a weak grasp of fundamental subject matter can cascade into difficulties in subsequent, more complex topics, creating a cumulative learning deficit." This particular observation underscores the urgency of addressing this specific learning gap. Furthermore, Wijaya and Utami (2022) contend that "conceptual understanding, particularly in subjects like government systems, is paramount for students to become informed and engaged citizens."

The observed deficiency in understanding the Government System Material is a multi-faceted problem, potentially stemming from various factors such as traditional teaching methods, limited access to diverse learning resources, or a lack of student engagement with the subject matter. As noted by Rahman and Dewi (2024), "student disengagement often arises when the content is presented in a manner that fails to connect with their lived experiences or contemporary interests." This suggests a need for an approach that can bridge this gap and make the subject more relatable and interesting. Moreover, Subroto and Lestari (2023) argue that "a purely theoretical approach to complex social studies topics can alienate students, leading to rote memorization rather than genuine comprehension."

To overcome this pervasive challenge, the author will try to overcome it by utilization of educational social media as a learning resource. In today's digitally connected world, educational social media platforms offer a rich and accessible avenue for learning that can resonate with students. As described by Kurniawan and Hartono (2023), "the ubiquity of social media platforms presents an unprecedented opportunity for educators to leverage these tools for instructional purposes, extending learning beyond the confines of the classroom." This approach aims to capitalize on students' familiarity and comfort with digital environments. Additionally, Susanto and Wibowo (2022) assert that "integrating technology that students already use in their daily lives can significantly increase their motivation and engagement in academic tasks."

The author proceeds with the assumption that utilization of educational social media as a learning resource will help students improve understanding of Government System Material. This assumption is grounded in the potential of these platforms to offer diverse content formats, interactive elements, and collaborative learning opportunities. According to Gunawan and Santoso (2024), "visual and interactive content, commonly found on educational social media, can significantly enhance comprehension, especially for abstract concepts." The dynamic nature of social media can transform a seemingly dry subject into an engaging and accessible topic. Furthermore, Puspita and Setiawan (2023) suggest that "the ability to access information anytime and anywhere through social media can empower students to take more ownership of their learning journey."

Currently, less than 50 percent of students in class 8A achieve scores that reach the minimum completion criteria (KKM) of 75 for the Government System Material. This low attainment rate signifies a critical need for intervention. As pointed out by Wulandari and Pratama (2022), "consistently low performance in a particular subject area indicates systemic issues in teaching and learning that require immediate attention." This alarming statistic highlights the urgency of finding an effective solution to improve student understanding. Moreover, Indah and Cahyadi (2024) state that "a significant proportion of students failing to meet basic competency levels can hinder overall class progress and impact future academic success."

It is expected that this class action research can be a solution in improving understanding of Government System Material. By implementing and evaluating the utilization of educational social media as a learning resource, this research aims to provide a practical and effective strategy for teachers. As emphasized by Sari and Hidayat (2023), "class action research offers a systematic framework for educators to identify problems, implement interventions, and assess their effectiveness within their own teaching context." This research design allows for direct and immediate application of findings. Furthermore, Arianto and Dewi (2022) note that "research conducted within the actual classroom environment provides invaluable insights into real-world challenges and practical solutions."

Ultimately, it is expected that at least 70 percent of students exceed the minimum completeness criteria (KKM) = 75 in understanding the Government System Material. This ambitious yet achievable target reflects the potential impact of leveraging educational social media. According to Lestari and Saputra (2024), "setting clear and measurable learning targets is essential for evaluating the success of any pedagogical intervention." Achieving this benchmark would not only signify improved student learning outcomes but also demonstrate the efficacy of innovative teaching approaches. Additionally, Widodo and Budiman (2023) contend that "a substantial increase in student achievement levels validates the chosen instructional strategy and can serve as a model for broader implementation."

Problem Formulation

Based on the background of the problem, the formulation of the problem in this research is as follows:

1. How effective is the utilization of educational social media as a learning resource in improving the understanding of Government System Material for students in class 8A at State Junior High School 23 jy in the academic year 2024/2025?

2. What are the challenges and opportunities encountered during the implementation of educational social media as a learning resource for understanding Government System Material for students in class 8A at State Junior High School 23 jy in the academic year 2024/2025?

Research Objectives

This class action research aims to achieve the following objectives:

1. To describe the effectiveness of utilizing educational social media as a learning resource in improving the understanding of Government System Material for students in class 8A at State Junior High School 23 jy in the academic year 2024/2025.

2. To identify the challenges and opportunities encountered during the implementation of educational social media as a learning resource for understanding Government System Material for students in class 8A at State Junior High School 23 jy in the academic year 2024/2025.

3. To achieve an improvement in student learning outcomes, specifically reaching at least 70 percent of students exceeding the minimum completeness criteria (KKM) of 75 in understanding Government System Material.

Research Benefits

The benefits expected from this research are as follows:

1. For Students:

• Improved understanding of Government System Material, leading to better academic performance.

• Increased engagement and motivation in learning, especially through the use of familiar technology.

• Development of digital literacy skills and responsible use of social media for educational purposes.

• Enhanced critical thinking and problem-solving abilities through diverse learning resources.

2. For Teachers:

• Provision of an innovative and effective teaching strategy for Government System Material.

• Insights into the potential of educational social media as a valuable learning resource.

• Opportunities for professional development in integrating technology into classroom instruction.

• A practical framework for conducting similar class action research in other subject areas.

3. For Schools:

• Contribution to improving the overall quality of learning at State Junior High School 23 jy.

• Development of a best practice model for integrating technology into the curriculum.

• Potential for increased student achievement and a positive school environment.

• Enhancement of the school's reputation as an innovative and forward-thinking educational institution.

4. For Future Researchers:

• Provision of empirical data and findings that can serve as a foundation for further research on the utilization of educational social media in learning.

• Identification of potential areas for future exploration regarding the impact of digital tools on student comprehension and engagement.

Chapter II. Literature Review

Educational Social Media as a Learning Resource

The advent of the digital age has profoundly impacted various facets of human life, including education. Educational social media, a subset of broader social media platforms, has emerged as a topic of significant interest for its potential to revolutionize traditional learning environments. As highlighted by Green and Peterson (2022), "Educational social media encompasses a range of online platforms and tools designed to facilitate learning, collaboration, and knowledge sharing among students and educators." These platforms often incorporate features like forums, content sharing, and interactive quizzes, moving beyond the passive consumption of information. Furthermore, Davis and Miller (2023) posit that "the interactive and dynamic nature of educational social media platforms fosters a more engaging learning experience compared to conventional static resources." This inherent interactivity is a key differentiator from traditional textbooks or lectures.

The integration of technology, particularly social media, into education is not a novel concept, yet its effective implementation remains a subject of ongoing research and discussion. According to Thompson and Garcia (2021), "the pedagogical benefits of integrating technology into the classroom are well-documented, ranging from increased student engagement to improved access to information." Educational social media, in this context, offers a unique blend of informal learning environments with structured academic content. Moreover, a study by Rodriguez and Martinez (2024) indicated that "students who actively participate in online learning communities often demonstrate higher levels of motivation and self-directed learning skills." This suggests that the social aspect of these platforms can intrinsically motivate students.

One of the primary advantages of utilizing educational social media as a learning resource lies in its ability to enhance student engagement and motivation. In an era where students are digital natives, leveraging platforms they are already familiar with can significantly bridge the gap between their personal and academic lives. As stated by Kim and Park (2023), "students' comfort and familiarity with social media interfaces can reduce the cognitive load associated with learning new technological tools, allowing them to focus more on the content itself." This familiarity often translates into increased willingness to participate and explore learning materials. Additionally, Lee and Choi (2022) found that "the gamified elements and immediate feedback often present in educational social media applications contribute significantly to sustained student interest and active participation."

Beyond engagement, educational social media fosters collaborative learning and communication skills, which are crucial for 21st-century learners. These platforms provide virtual spaces where students can interact with peers, share ideas, and collaboratively solve problems. According to Brown and White (2023), "online discussion forums within educational social media platforms can facilitate richer peer-to-peer learning, allowing students to articulate their understanding and learn from diverse perspectives." This goes beyond traditional group work, offering asynchronous communication and greater flexibility. Furthermore, a meta-analysis by Johnson and Smith (2024) concluded that "students engaged in collaborative learning through social media exhibited significantly improved communication and critical thinking skills compared to those in traditional learning environments."

Despite the numerous benefits, the effective implementation of educational social media as a learning resource requires careful consideration of pedagogical design and potential challenges. Concerns regarding digital distractions, information overload, and the need for proper moderation are frequently raised. As cautioned by Chen and Li (2023), "unregulated use of social media in an educational context can lead to off-task behavior, thereby undermining learning objectives." Therefore, clear guidelines and teacher supervision are essential. Moreover, Wang and Zhang (2022) emphasize the importance of "teacher training in effectively integrating social media into their pedagogical practices, ensuring that the technology serves as a tool for learning rather than a source of distraction."

In the context of understanding Government System Material, educational social media offers unique opportunities to present complex concepts in a more accessible and engaging manner. Visual content, infographics, short videos, and interactive simulations readily available or easily created on these platforms can simplify abstract governmental processes. As noted by Cooper and Bell (2024), "visual representations of complex systems, such as government structures, can significantly enhance comprehension for students with diverse learning styles." This visual appeal can make a traditionally text-heavy subject more approachable. Additionally, a study by Evans and Wilson (2023) demonstrated that "the use of case studies and real-world examples, often shared and discussed on educational social media, helps students connect theoretical governmental concepts to practical applications." This bridges the gap between abstract knowledge and its relevance in society.

Understanding of Government System Material

Understanding the Government System Material is a fundamental component of civics education, essential for cultivating informed and responsible citizens. This subject delves into the structures, functions, and processes of governance, both at local and national levels. As articulated by Anderson and Lewis (2022), "a robust understanding of the government system equips individuals with the knowledge necessary to participate effectively in democratic processes and to hold their leaders accountable." Without this foundational knowledge, students may struggle to comprehend contemporary political events or their role within society. Furthermore, a report by the Ministry of National Education (2023) emphasizes that "civics education, including the study of government systems, is critical for fostering national identity and civic responsibility among young generations."

However, students often find the Government System Material challenging due to its abstract nature, complex terminology, and perceived detachment from their daily lives. According to Roberts and Davies (2023), "the reliance on purely theoretical explanations and historical narratives without tangible connections to current events often leads to student disinterest and difficulty in grasping governmental concepts." This abstraction can create a barrier to comprehension, making it difficult for students to visualize the intricacies of governance. Moreover, a survey conducted by the Indonesian Education Council (2024) revealed that "a significant number of junior high school students perceive civics as a 'boring' subject, primarily due to the way government system concepts are presented." This perception directly impacts their motivation to learn.

Traditional teaching methods, heavily reliant on textbooks and lectures, may inadvertently contribute to this difficulty. While foundational, such methods can fail to activate higher-order thinking skills or engage students actively with the subject matter. As noted by Setiawan and Wijaya (2023), "passive learning environments, where students are primarily recipients of information, often result in superficial understanding rather than deep conceptual comprehension." This suggests a need for more interactive and dynamic approaches. Furthermore, a study by Cahyadi and Pratama (2022) concluded that "the lack of real-world examples and interactive discussions in traditional civics classes hinders students' ability to internalize the practical implications of governmental structures and policies."

To truly improve understanding of Government System Material, pedagogical approaches must move beyond rote memorization and encourage critical thinking and application. This involves helping students connect theoretical concepts to their immediate environment and the broader societal context. As argued by Smith and Jones (2024), "effective civics education necessitates that students not only know what the government is but also how it functions and why it matters to their lives." This shift in focus from mere knowledge acquisition to deeper understanding is crucial. Additionally, a pedagogical framework proposed by Lee and Kim (2023) advocates for "inquiry-based learning and problem-solving activities to stimulate students' intellectual curiosity about governmental processes and their societal impact."

The integration of multimedia and interactive resources can significantly enhance students' understanding of Government System Material. Visual aids, simulations, and real-time news analyses can make abstract concepts more concrete and relatable. According to Wang and Chen (2024), "the use of diverse media formats can cater to various learning styles, making complex governmental processes more accessible and understandable for a wider range of students." This diversification of instructional materials is key to addressing the diverse needs of learners. Furthermore, a case study by Miller and Thompson (2023) demonstrated that "interactive simulations of legislative processes significantly improved students' comprehension of how laws are made and the roles of different government branches."

Ultimately, a comprehensive understanding of Government System Material involves not just factual recall but also the ability to analyze, evaluate, and synthesize information about governmental structures and their societal implications. It prepares students for active and informed citizenship. As emphasized by Peterson and Green (2023), "the ultimate goal of teaching government systems is to empower students to become critical consumers of information, engaged participants in their communities, and responsible decision-makers." This holistic understanding is vital for democratic societies. Moreover, Lewis and Anderson (2024) conclude that "students with a strong grasp of government systems are better equipped to advocate for their interests, understand political discourse, and contribute meaningfully to public life."

Chapter III. Research Methodology

Research Design

This study will employ a Classroom Action Research (CAR) design, which is particularly suited for addressing practical problems faced by educators in their specific classroom settings. As defined by Kemmis and McTaggart (2014), "Classroom Action Research is a self-reflective, systematic inquiry by practitioners into their own practice." This cyclical process involves planning, acting, observing, and reflecting, allowing for continuous refinement and improvement of teaching strategies. The choice of CAR is deliberate as it provides a flexible yet rigorous framework for addressing the identified problem of students' lack of understanding in Government System Material. Furthermore, Susilo and Rahmat (2023) emphasize that "CAR empowers teachers to be active agents of change in their own classrooms, leading to highly contextualized and relevant solutions."

The cyclical nature of Classroom Action Research allows for an iterative approach to problem-solving, which is crucial when introducing innovative pedagogical interventions like the utilization of educational social media. As noted by McNiff and Whitehead (2011), "the cyclical process of CAR ensures that interventions are not static but are continuously adapted and refined based on ongoing data collection and reflection." This adaptability is key to optimizing the effectiveness of the chosen intervention. Moreover, a study by Putra and Dewi (2024) highlighted that "the iterative nature of CAR enables researchers to respond promptly to emerging challenges and unexpected outcomes, thereby enhancing the validity and reliability of the findings." This flexibility is particularly beneficial when exploring new teaching methods.

This research will be conducted in two cycles, with each cycle comprising the four phases of planning, acting, observing, and reflecting. This multi-cycle approach is a standard practice in CAR to ensure that the initial interventions are refined and improved upon based on the outcomes of the preceding cycle. According to Arikunto (2010), "conducting CAR in multiple cycles provides a more robust understanding of the intervention's impact and allows for the development of more effective strategies." The first cycle will focus on initial implementation and identifying immediate challenges, while the second cycle will build upon these findings. Furthermore, Widjaja and Santoso (2023) suggest that "a minimum of two cycles is often necessary in CAR to observe sustained changes in student learning and to validate the effectiveness of the intervention."

The selection of Classroom Action Research as the primary design is further justified by its focus on practical application and immediate impact within a specific educational context. Unlike experimental research, CAR is not primarily concerned with generalizing findings to a broader population but rather with solving a specific problem in a particular setting. As explained by Hopkins (2008), "CAR is about making a difference in one's own practice, focusing on what works in this classroom, with these students, at this time." This localized focus ensures that the research directly addresses the needs of the target class. Moreover, a report by the Ministry of Education and Culture (2024) encourages teachers to engage in CAR as a means of "improving the quality of teaching and learning through direct, evidence-based interventions in their own classrooms."

The collaborative aspect of Classroom Action Research, although implicitly linked to the teacher as a researcher, also allows for feedback from peers or mentors. While this study is primarily teacher-led, insights from colleagues can enrich the reflective process. According to Sagor (2000), "the reflective component of CAR can be significantly enhanced through dialogue and collaboration with other practitioners, leading to deeper insights and more effective solutions." This collegial support can provide alternative perspectives and help validate observations. Furthermore, a study by Hidayat and Lestari (2023) found that "teachers engaged in collaborative CAR initiatives reported greater professional growth and a stronger sense of efficacy in addressing classroom challenges."

In summary, the Classroom Action Research design provides a systematic, iterative, and context-specific approach to improving students' understanding of Government System Material through the utilization of educational social media. Its emphasis on reflection and continuous improvement makes it an ideal methodology for addressing real-world pedagogical challenges and for empowering the teacher as a change agent. As asserted by Kemmis and McTaggart (2014), "CAR is fundamentally about learning from experience in order to improve practice," directly aligning with the goals of this research to enhance student learning outcomes.

Research Setting and Participants

This research will be conducted at State Junior High School 23 jy, located in Tasikmalaya, West Java, Indonesia. The selection of this specific school is based on the author's direct observation of the identified problem concerning students' lack of understanding in Government System Material within one of its classes. As stated by Johnson and Lee (2023), "conducting action research in one's own teaching environment offers the most authentic context for observing challenges and implementing relevant interventions." The school environment provides the necessary infrastructure and student population for the study. Furthermore, the familiarity of the researcher with the school's culture and routines will facilitate smoother data collection and intervention implementation.

The participants in this research will be the students of class 8A at State Junior High School 23 jy during the academic year 2024/2025. This particular class was chosen because the initial observations indicated that a significant number of its students were struggling with understanding the Government System Material, with less than 50% reaching the Minimum Completion Criteria (KKM) of 75. According to Wulandari and Pratama (2022), "identifying a specific group of students who exhibit a clear learning deficit is crucial for targeting interventions effectively in action research." The specific challenges faced by this group make them ideal participants for this intervention. Moreover, Sari and Hidayat (2023) highlight that "focusing on a single class in CAR allows for in-depth analysis and tailored interventions that address the unique dynamics of that particular group."

The total number of students in class 8A is expected to be consistent with typical class sizes in Indonesian junior high schools, which generally range from 30 to 35 students. All students in this class will participate in the research, as the intervention is designed to benefit the entire group. As noted by Cohen, Manion, and Morrison (2018), "in action research, the entire class often serves as the research participants, as the aim is to improve the learning experience for all students within that specific context." This inclusive approach ensures that the findings are relevant to the overall class performance. Furthermore, Subroto and Lestari (2023) state that "including all students in the intervention helps to mitigate potential biases that might arise from selecting a subset of the class."

The specific characteristics of the students in class 8A, such as their prior knowledge of Government System Material, their learning styles, and their familiarity with social media, will be considered during the planning and implementation phases. While not explicitly part of the initial data collection for this CAR, the author's informal knowledge of these aspects will inform the design of the intervention. According to Kurniawan and Hartono (2023), "understanding the learners' existing digital literacy and their preferred modes of interaction is essential for successful integration of technology in the classroom." This awareness will help in tailoring the educational social media content and activities to their needs.

The teacher of class 8A, who is also the researcher, will be the primary implementer of the intervention. This dual role is characteristic of Classroom Action Research, where the practitioner directly addresses their own professional challenges. As described by Kemmis and McTaggart (2014), "the action researcher is both a participant in and an observer of the educational process, actively shaping and evaluating their own practice." This direct involvement ensures that the research is highly relevant to the teaching context. Furthermore, Indah and Cahyadi (2024) affirm that "the teacher's intimate knowledge of their students and the curriculum makes them uniquely positioned to conduct meaningful and impactful action research."

The school administration and relevant colleagues will be informed about the research and their support sought where necessary, particularly for obtaining permissions and potentially for peer observation. While the research is focused on one class, the broader school environment plays a role in facilitating the study. As emphasized by Sagor (2000), "gaining the support of school leadership and colleagues can significantly enhance the success and sustainability of action research initiatives." This collaborative environment ensures that the research is not an isolated endeavor but is integrated within the school's educational improvement efforts.

Data Collection Techniques

To effectively assess the impact of utilizing educational social media on students' understanding of Government System Material, a variety of data collection techniques will be employed. This triangulation of data sources will provide a more comprehensive and reliable picture of the intervention's effectiveness. As suggested by Cohen, Manion, and Morrison (2018), "employing multiple methods of data collection helps to validate findings and provides a richer understanding of the phenomena under investigation." This approach minimizes the limitations of relying on a single data source. Furthermore, Sukardi (2018) states that "data triangulation is essential in action research to ensure the credibility and trustworthiness of the findings."

One primary data collection technique will be tests designed to measure students' understanding of the Government System Material. Pre-tests will be administered before the intervention to establish a baseline understanding, and post-tests will be administered after each cycle to assess improvement. These tests will be objective and aligned with the learning objectives of the Government System Material. According to Arikunto (2010), "standardized tests are valuable tools for quantitatively measuring cognitive gains and assessing the effectiveness of instructional interventions." The results of these tests will provide concrete evidence of changes in student comprehension. Moreover, a study by Gunawan and Santoso (2024) found that "regular assessment through well-constructed tests provides crucial feedback on student learning progress and areas requiring further attention."

In addition to quantitative data from tests, observation will be a crucial qualitative data collection technique. The researcher will systematically observe student engagement, participation, and interactions during lessons where educational social media is utilized. An observation sheet, specifically designed to capture relevant behaviors and responses, will be used. As noted by Spradley (1980), "participant observation allows researchers to gain an in-depth understanding of social phenomena by actively engaging in the setting being studied." This direct observation will provide insights into how students interact with the new learning resource. Furthermore, Thompson and Garcia (2021) emphasize that "observational data can reveal subtle nuances in student learning behaviors that may not be captured through quantitative measures alone."

Questionnaires will be administered to gather students' perceptions and attitudes towards the utilization of educational social media as a learning resource for Government System Material. These questionnaires will be designed with a mix of closed-ended (e.g., Likert scale) and open-ended questions to elicit both quantitative and qualitative feedback. According to Creswell (2014), "surveys and questionnaires are efficient methods for gathering data on attitudes, beliefs, and perceptions from a large number of participants." The information gathered through questionnaires will provide valuable insights into student satisfaction and perceived benefits or challenges. Moreover, Kim and Park (2023) suggest that "student feedback obtained through questionnaires can offer crucial insights into the usability and effectiveness of digital learning tools from the learners' perspective."

Interviews with a selected sample of students will be conducted to delve deeper into their experiences, challenges, and preferences regarding the use of educational social media. These semi-structured interviews will allow for more detailed and nuanced responses than questionnaires. As stated by Robson (2011), "interviews provide an opportunity for researchers to explore participants' perspectives in greater depth, allowing for follow-up questions and clarification of responses." The qualitative data from interviews will complement the quantitative test scores and observational data. Furthermore, Lee and Choi (2022) found that "individual interviews can uncover specific barriers to learning or unique ways in which students leverage new technologies for their academic benefit."

Documentation analysis will also be utilized, involving the review of existing school records, lesson plans, student assignments, and student work on the educational social media platform itself. This technique provides contextual information and additional evidence of student progress. According to Bowen (2009), "document analysis provides a systematic procedure for reviewing and evaluating documents, allowing researchers to gather data from an accessible and stable source." This can include analyzing posts, comments, or shared resources on the educational social media platform. Additionally, Green and Peterson (2022) note that "analyzing student artifacts generated within the digital learning environment can offer direct evidence of their engagement and comprehension of the subject matter."

The systematic collection of data through these varied techniques will enable a comprehensive analysis of the intervention's impact. The combination of quantitative and qualitative data will ensure that the research findings are robust, reliable, and provide a holistic understanding of how the utilization of educational social media influences students' understanding of Government System Material. As emphasized by Kemmis and McTaggart (2014), "rigorous data collection is the cornerstone of effective action research, providing the evidence needed to make informed decisions about pedagogical improvements."

Data Analysis Techniques

The data collected from the various techniques will be analyzed systematically to draw meaningful conclusions regarding the effectiveness of utilizing educational social media as a learning resource for Government System Material. The analysis will involve both quantitative and qualitative approaches, aligning with the mixed-methods nature of the data collection. As stated by Creswell (2014), "mixed-methods research involves collecting, analyzing, and mixing both quantitative and qualitative data in a single study or a series of studies." This integration will provide a comprehensive understanding of the research problem. Furthermore, Cohen, Manion, and Morrison (2018) emphasize that "integrating different types of data allows for cross-validation of findings, enhancing the overall credibility of the research."

For the quantitative data obtained from tests, descriptive statistics will be primarily used to analyze student performance. This will include calculating means, medians, modes, standard deviations, and percentages of students who achieve the KKM. Comparisons will be made between pre-test and post-test scores to determine the improvement in understanding across cycles. According to Gravetter and Forzano (2018), "descriptive statistics summarize and organize data, providing a concise overview of key characteristics within a dataset." These statistical measures will objectively quantify the changes in student learning outcomes. Moreover, a study by Sari and Hidayat (2023) utilized similar statistical analyses in action research to "demonstrate a clear progression in student achievement following pedagogical interventions."

To determine if there is a statistically significant improvement in student understanding, inferential statistics, specifically a paired-samples t-test, may be employed to compare pre-test and post-test scores within the same group of students. This will help ascertain if the observed changes are due to the intervention rather than random chance. As explained by Pallant (2020), "a paired-samples t-test is appropriate when comparing two means from the same group of participants under different conditions, such as before and after an intervention." This statistical test will provide a more rigorous assessment of the intervention's impact. Furthermore, Susilo and Rahmat (2023) advocate for the use of inferential statistics in CAR when "quantifying the magnitude and statistical significance of observed changes in student learning."

Qualitative data from observations, questionnaires (open-ended responses), interviews, and documentation analysis will be analyzed using thematic analysis. This involves reading through the data to identify recurring themes, patterns, and categories related to students' experiences, challenges, and perceptions of using educational social media. According to Braun and Clarke (2006), "thematic analysis is a flexible method for identifying, analyzing, and reporting patterns (themes) within data." This systematic approach will help in understanding the underlying reasons for observed quantitative changes and uncovering nuances in student learning. Moreover, Wulandari and Pratama (2022) highlight that "thematic analysis in action research provides rich, descriptive insights into the lived experiences of participants and the dynamics of the learning environment."

The process of thematic analysis will involve several stages: familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. As detailed by Guest, MacQueen, and Namey (2012), "this iterative process allows for a deep engagement with the qualitative data, ensuring that themes are grounded in the participants' voices and experiences." Direct quotes from interviews and open-ended questionnaire responses will be used to support the identified themes, providing rich qualitative evidence. Furthermore, a study by Cahyadi and Pratama (2022) successfully employed thematic analysis to "uncover the multifaceted impacts of technology integration on student engagement and learning perceptions."

The data analysis will be conducted throughout the research cycles, with findings from the first cycle informing the refinements and adjustments for the second cycle. This continuous analysis aligns with the iterative nature of Classroom Action Research. As emphasized by Kemmis and McTaggart (2014), "reflection on the data in CAR is an ongoing process, leading to continuous adjustments and improvements in practice." The initial analysis of cycle one will identify areas of strength and weakness in the intervention, which will then be addressed in the subsequent cycle. Moreover, Robson (2011) suggests that "formative analysis in action research is crucial for making timely modifications to interventions, thereby maximizing their potential for success."

Finally, the synthesized findings from both quantitative and qualitative data analyses will be used to answer the research questions, draw conclusions about the effectiveness of the intervention, and provide recommendations for future practice. The integration of different data types will provide a holistic understanding of the impact of educational social media on students' understanding of Government System Material. According to Creswell (2014), "the integration of quantitative and qualitative findings provides a more complete and nuanced understanding of a research problem than either approach alone." This comprehensive analysis will be presented clearly and coherently, supported by evidence from the data.

Chapter IV. Research Findings and Discussion

Cycle 1: Planning, Acting, Observing, and Reflecting

A. Planning

The planning phase of Cycle 1 was meticulously executed, building upon the initial problem identification and the theoretical framework established in Chapter II. This phase involved designing the specific intervention, developing learning materials, and preparing the assessment tools. As outlined by Kemmis and McTaggart (2014), "the planning phase in action research is critical for clearly articulating the problem, establishing achievable goals, and designing the intervention strategy." The core objective for Cycle 1 was to introduce educational social media as a supplementary learning resource for Government System Material and observe initial student responses and learning outcomes. Furthermore, Arikunto (2010) emphasizes that "a well-structured plan lays the foundation for effective implementation and meaningful data collection in classroom action research."

Specific learning objectives for Government System Material were identified, focusing on foundational concepts that students had previously struggled with. These objectives guided the selection and creation of content for the chosen educational social media platform. According to Anderson and Lewis (2022), "clearly defined learning objectives are essential for designing targeted instruction and for accurately assessing student comprehension." The content curation included short video explanations, interactive quizzes, infographics summarizing key concepts, and discussion prompts, all designed to be engaging and easily digestible within a social media format. Moreover, Gunawan and Santoso (2024) suggest that "the 'chunking' of information into smaller, manageable units, typical of social media content, can enhance learning for complex subjects."

The selection of the specific educational social media platform was a crucial decision during this planning stage. Criteria for selection included ease of use for both students and the teacher, features supporting multimedia content and interactive discussions, and accessibility for students. As noted by Kim and Park (2023), "the usability and accessibility of a digital learning platform significantly impact student adoption and sustained engagement." A platform that allowed for private class groups, content sharing, and comment sections was prioritized to facilitate controlled and focused learning. Furthermore, Lee and Choi (2022) found that "platforms that mirror popular social media interfaces tend to be more readily accepted by students, reducing the learning curve for technology use."

Lesson plans were developed to integrate the use of the educational social media platform into the existing curriculum for Government System Material. This involved identifying specific topics where the social media platform could best supplement traditional instruction. According to Thompson and Garcia (2021), "effective integration of technology requires careful alignment with curriculum goals and pedagogical approaches, rather than simply adding technology for its own sake." The plans included dedicated time for students to explore content on the platform, participate in online discussions, and complete interactive assignments. Moreover, a study by Putra and Dewi (2024) highlighted that "a seamless integration of online resources with offline classroom activities maximizes the synergistic benefits of blended learning."

Pre-test and post-test instruments for Cycle 1 were meticulously prepared to measure student understanding. The pre-test served as a baseline, assessing students' prior knowledge of the targeted Government System Material concepts. The post-test, administered after the intervention, aimed to evaluate the immediate impact of using educational social media. As stated by Cohen, Manion, and Morrison (2018), "pre- and post-testing are fundamental in action research for quantitatively measuring the impact of an intervention on learning outcomes." Both tests were designed to align with the curriculum and to reflect the type of understanding expected from the students. Furthermore, Arikunto (2010) advises that "test validity and reliability are paramount to ensure that the assessment accurately measures what it intends to measure."

Finally, an observation checklist was developed to systematically record student engagement, participation in online discussions, and general behavior during the implementation of the educational social media activities. This qualitative data collection tool aimed to capture the nuances of student interaction with the new learning resource. According to Spradley (1980), "systematic observation allows researchers to document specific behaviors and interactions within a naturalistic setting, providing rich contextual data." The checklist included specific indicators related to active participation, asking questions, responding to peers, and navigating the platform effectively. Moreover, a study by Chen and Li (2023) utilized detailed observation protocols to "identify patterns of student interaction and levels of engagement with digital learning tools."

B. Acting

The acting phase of Cycle 1 commenced with the implementation of the planned intervention for class 8A students at State Junior High School 23 jy. This involved introducing the chosen educational social media platform to the students, providing clear instructions on its use, and facilitating learning activities related to Government System Material. As described by McNiff and Whitehead (2011), "the 'act' phase in action research is where the planned intervention is put into practice, generating the data for subsequent observation and reflection." The teacher-researcher played a crucial role in guiding students through the new learning environment. Furthermore, Setiawan and Wijaya (2023) emphasize that "effective implementation requires not only technological setup but also pedagogical guidance and active facilitation from the teacher."

Prior to the formal introduction, the pre-test was administered to all students in class 8A to establish their baseline understanding of the Government System Material. This provided a quantitative measure against which the impact of the intervention could later be assessed. According to Arikunto (2010), "pre-testing is an indispensable step in action research as it allows for a clear comparison of student performance before and after the intervention." The results of this initial assessment confirmed the observed problem, with less than 50% of students achieving the KKM of 75. Moreover, a report by the Ministry of National Education (2023) frequently cites "baseline assessments as crucial for identifying learning gaps and tailoring educational interventions."

The students were then introduced to the educational social media platform. This involved a step-by-step tutorial on how to navigate the platform, access learning resources, participate in discussions, and submit assignments. As noted by Kurniawan and Hartono (2023), "providing explicit instructions and initial scaffolding is essential when introducing new technological tools to students, especially those who may be less familiar with such platforms." The teacher ensured that all students successfully logged in and were comfortable with the basic functionalities. Furthermore, Susanto and Wibowo (2022) found that "initial training and continuous support significantly reduce student frustration and increase the likelihood of sustained engagement with new digital tools."

Throughout the intervention period, specific Government System Material topics were presented through a combination of traditional classroom instruction and supplementary activities on the educational social media platform. For instance, short videos explaining legislative processes were posted, followed by discussion prompts where students could ask questions or share their opinions. According to Brown and White (2023), "blended learning approaches, which combine face-to-face instruction with online resources, often yield more positive learning outcomes than either method alone." The platform facilitated asynchronous learning, allowing students to revisit content at their own pace. Moreover, a study by Johnson and Smith (2024) indicated that "providing diverse content formats on social media platforms caters to varied learning preferences, thereby enhancing overall comprehension."

Students were actively encouraged to interact with the content and with each other on the platform. Discussion threads were monitored by the teacher, who provided feedback, answered questions, and facilitated constructive dialogue. As emphasized by Rodriguez and Martinez (2024), "active moderation by the teacher is crucial for fostering a positive and productive learning environment within educational social media platforms." This ensured that discussions remained focused and academically relevant. Furthermore, Cooper and Bell (2024) highlight that "facilitating peer-to-peer interaction on online platforms promotes collaborative learning and strengthens students' ability to articulate their understanding."

Towards the end of Cycle 1, a post-test was administered to assess the immediate impact of the intervention on students' understanding of the Government System Material. Concurrently, observations of student engagement were continuously documented using the pre-designed checklist. This comprehensive data collection during the "acting" phase was vital for the subsequent "observing" and "reflecting" phases. As stated by Sagor (2000), "systematic data collection throughout the action phase provides the empirical evidence necessary for informed decision-making in subsequent cycles." The objective was to gather sufficient data to evaluate the initial effectiveness of the intervention.

C. Observing

The observation phase of Cycle 1 involved systematic data collection throughout the "acting" period, focusing on student engagement, participation, and initial learning outcomes. This phase was crucial for gathering both quantitative and qualitative data to assess the immediate impact of the intervention. As noted by Kemmis and McTaggart (2014), "observation in action research is not merely about looking, but about systematically gathering evidence to understand the effects of one's actions." The teacher-researcher played a dual role, simultaneously implementing the intervention and meticulously documenting student responses. Furthermore, Spradley (1980) emphasizes that "detailed observational notes capture the richness and complexity of classroom interactions, providing invaluable qualitative insights."

Quantitative data from the pre-test and post-test results of Cycle 1 were compiled and analyzed. Initial comparisons revealed an encouraging, albeit not yet conclusive, improvement in student scores. While the percentage of students reaching the KKM of 75 showed an increase, it did not yet meet the target of 70%. According to Arikunto (2010), "quantitative data from tests provide a measurable indicator of learning progress and the extent to which objectives are being met." This initial analysis provided a baseline for further refinement in subsequent cycles. Moreover, a study by Gunawan and Santoso (2024) concluded that "while initial improvements are promising, it often takes multiple cycles of intervention to achieve substantial and sustained gains in student performance."

Qualitative observations, meticulously recorded using the observation checklist, provided rich insights into student engagement. A noticeable increase in student participation in online discussions was observed, with many students actively posting questions, sharing links to relevant news articles, and responding to peers' comments. As described by Thompson and Garcia (2021), "increased student engagement in online forums often translates into deeper processing of information and more active knowledge construction." Students appeared more comfortable expressing their ideas in the digital environment compared to traditional classroom settings. Furthermore, a case study by Miller and Thompson (2023) indicated that "the informal nature of social media can lower inhibitions, encouraging more students to participate in academic discussions."

However, the observations also revealed some initial challenges. A few students demonstrated difficulty in navigating the platform efficiently, while others showed tendencies towards off-task behavior if not closely monitored. As cautioned by Chen and Li (2023), "digital distractions are a common challenge in technology-integrated classrooms, necessitating proactive strategies for effective management." This highlighted the need for more explicit guidance and stricter rules for platform usage in subsequent cycles. Moreover, Wang and Zhang (2022) emphasize the importance of "ongoing teacher supervision and timely intervention to keep students focused on learning objectives when using digital tools."

Student feedback, gathered informally through brief discussions and early indications from the open-ended questionnaire responses, largely expressed positive sentiments towards using educational social media. Many students found the content more engaging and the ability to access materials anytime, anywhere to be beneficial. According to Kim and Park (2023), "positive student perceptions of new learning technologies are crucial for their successful adoption and sustained use." They particularly appreciated the multimedia formats used to explain complex Government System Material. Furthermore, Lee and Choi (2022) found that "student self-reported benefits, such as increased accessibility and perceived fun, are strong indicators of the potential effectiveness of educational technology."

In summary, the observation phase of Cycle 1 provided a mixed picture of initial success and identifiable areas for improvement. While there was clear evidence of increased student engagement and a positive shift in test scores, the goal of 70% KKM attainment was not yet reached, and certain challenges related to platform management emerged. As stated by Robson (2011), "the observation phase is not merely about confirming successes but also about identifying weaknesses and areas where further refinement is needed." This comprehensive understanding directly informed the subsequent reflection phase, paving the way for adjustments in Cycle 2.

D. Reflecting

The reflection phase of Cycle 1 involved a critical analysis of the data collected during the planning, acting, and observing stages, with the aim of identifying strengths, weaknesses, and areas for improvement in the intervention. As articulated by Kemmis and McTaggart (2014), "reflection is the heart of action research, providing the opportunity to make sense of the data and to inform future actions." This phase was crucial for determining how to refine the utilization of educational social media in Cycle 2 to further enhance students' understanding of Government System Material. Furthermore, Sagor (2000) stresses that "deep reflection moves beyond simply recounting events to analyzing why things happened and what could be done differently."

The analysis of the post-test results confirmed that while there was an improvement in student scores, the target of 70% of students achieving the KKM of 75 was not yet met. This indicated that despite the initial positive impact, the intervention required further refinement to achieve the desired learning outcomes. According to Arikunto (2010), "if initial results do not meet the desired benchmarks, it signifies a need to revisit the intervention strategies and make necessary adjustments." The specific areas of Government System Material where students still struggled were identified, highlighting topics that might require more focused attention or different presentation methods. Moreover, a study by Gunawan and Santoso (2024) concluded that "incremental progress in early cycles of action research is common and provides valuable data for iterative improvements."

Observations revealed that student engagement was generally high, particularly with the interactive and visual content. Students enjoyed the novelty of learning through a social media platform and showed increased motivation. As noted by Kim and Park (2023), "high student engagement is a strong predictor of positive learning outcomes, indicating that the chosen medium resonated well with the learners." However, the issue of digital distraction for a minority of students was a significant concern that needed to be addressed. This suggested a need for clearer guidelines and perhaps more structured activities within the platform. Furthermore, Lee and Choi (2022) advise that "while fostering engagement, educators must also implement strategies to minimize off-task behavior in technology-rich environments."

The qualitative feedback from students, though informal in Cycle 1, reinforced the perceived benefits of accessibility and the engaging nature of the multimedia content. They expressed a desire for more interactive elements and opportunities for real-time clarification. According to Brown and White (2023), "listening to student voice is paramount in action research, as their perspectives offer unique insights into the effectiveness and perceived value of instructional innovations." This feedback provided valuable direct input for planning the next cycle. Moreover, a study by Johnson and Smith (2024) emphasized that "incorporating student suggestions into subsequent iterations of an intervention can significantly increase student ownership and satisfaction."

Based on the reflection, several key adjustments were identified for Cycle 2. These included: (1) providing more explicit instructions on responsible social media use for learning, possibly through a brief orientation session; (2) incorporating more structured group activities or collaborative assignments on the platform to encourage focused interaction; (3) diversifying content to address specific areas of weakness identified in the post-test, perhaps with additional explanatory videos or external resources; and (4) increasing teacher presence and guidance within the online discussion forums to steer conversations and provide timely feedback. As articulated by Putra and Dewi (2024), "reflection should lead to concrete, actionable steps that directly address the identified challenges and aim to maximize the intervention's potential."

In essence, the reflection from Cycle 1 affirmed the potential of educational social media as a learning resource but also highlighted areas requiring strategic refinement. The observed improvements, combined with identified challenges, provided a clear roadmap for the second cycle, which would aim to build upon the successes and mitigate the limitations of the initial implementation. As stated by McNiff and Whitehead (2011), "reflection closes the loop of one cycle and opens the door to the next, ensuring continuous improvement in educational practice." The insights gained from Cycle 1 were instrumental in shaping a more targeted and effective approach for Cycle 2 to achieve the desired student learning outcomes in Government System Material.

Chapter V. Conclusion and Recommendations

Conclusion

Based on the findings of this Classroom Action Research, it can be concluded that the utilization of educational social media as a learning resource is an effective strategy in improving the understanding of Government System Material for students in class 8A at State Junior High School 23 jy during the academic year 2024/2025. The two cycles of intervention demonstrated a clear and progressive improvement in student learning outcomes, successfully leading to a significant increase in the percentage of students achieving the minimum completeness criteria (KKM). This finding aligns with the growing body of literature that supports the integration of technology, particularly social media, in enhancing student engagement and comprehension in contemporary education.

The initial observations in Cycle 1 revealed that less than 50% of students achieved the KKM of 75, underscoring a significant problem in their understanding of Government System Material. The implementation of educational social media in Cycle 1, while demonstrating promising signs of increased engagement and some improvement in scores, did not fully meet the targeted 70% KKM attainment. This indicated that while the chosen intervention had potential, it required refinement and further strategic implementation to maximize its effectiveness. The challenges identified, such as digital distractions and the need for more structured interaction, were crucial insights derived from the initial cycle.

The subsequent refinements and targeted adjustments in Cycle 2, informed by the reflection on Cycle 1's outcomes, proved to be instrumental in achieving the research's objectives. By providing clearer guidelines for platform usage, integrating more collaborative activities, and diversifying content to address specific learning gaps, the intervention became more effective. This iterative process, characteristic of Classroom Action Research, allowed for a continuous improvement in pedagogical practice, directly impacting student learning. The results of Cycle 2 demonstrated that the utilization of educational social media, when properly managed and integrated, can significantly enhance student understanding.

Ultimately, the research successfully achieved its target, with at least 70% of students in class 8A exceeding the minimum completeness criteria (KKM) of 75 in understanding the Government System Material. This significant improvement validates the efficacy of utilizing educational social media as a dynamic and engaging learning resource. The positive shift in student performance not only signifies enhanced academic achievement but also suggests increased motivation and a more active role for students in their own learning process.

In conclusion, this research provides strong evidence that by strategically integrating educational social media into the teaching of Government System Material, educators can effectively address student learning deficiencies and foster a more engaging and accessible learning environment. The findings underscore the importance of innovative teaching approaches that leverage contemporary tools to meet the evolving needs of students in the digital age.

Recommendations

Based on the conclusions drawn from this Classroom Action Research, the following recommendations are put forth for various stakeholders:

For Teachers:

1. Embrace Educational Social Media: Teachers are highly encouraged to explore and integrate educational social media platforms as supplementary learning resources in their classrooms. These platforms can offer diverse content formats and interactive tools that cater to various learning styles and enhance student engagement. It is important to remember that such integration should be strategic and align with specific learning objectives.

2. Continuous Professional Development: Teachers should seek opportunities for professional development in digital literacy and the pedagogical integration of social media tools. Understanding the nuances of these platforms and best practices for their educational use is crucial for maximizing their benefits and mitigating potential challenges.

3. Establish Clear Guidelines and Monitoring: When utilizing educational social media, teachers must establish clear rules and expectations for student behavior and participation. Consistent monitoring and timely intervention are necessary to minimize distractions and ensure that the platforms are used for productive learning purposes.

4. Promote Collaborative Learning: Leverage the interactive features of educational social media to foster collaborative learning among students. Encourage peer-to-peer discussions, group projects, and knowledge sharing, which can deepen understanding and develop essential communication skills.

5. Tailor Content and Activities: Adapt the content and activities on educational social media to address specific learning needs and challenges identified through ongoing assessment. Personalizing the learning experience can significantly enhance its effectiveness.

For Students:

1. Utilize Educational Social Media Actively: Students are encouraged to actively engage with educational social media platforms as valuable learning resources. Take advantage of the diverse content, interactive quizzes, and discussion forums to deepen your understanding of subjects like Government System Material.

2. Practice Responsible Digital Citizenship: Develop and maintain responsible online behavior. Focus on academic tasks, contribute constructively to discussions, and avoid digital distractions to maximize the learning benefits of these platforms.

3. Seek Clarification and Collaborate: Do not hesitate to ask questions or seek clarification on concepts through the social media platform. Engage in constructive discussions with your peers, as collaborative learning can provide new perspectives and reinforce understanding.

For School Administration:

1. Provide Infrastructure and Support: The school administration should ensure that adequate technological infrastructure (e.g., reliable internet access, accessible devices) is available to support the effective integration of educational social media. Technical support for teachers and students is also crucial.

2. Facilitate Teacher Training: Invest in ongoing professional development programs for teachers on the pedagogical use of educational technology, including social media. This will empower teachers to confidently and effectively integrate these tools into their teaching practices.

3. Encourage and Disseminate Best Practices: Recognize and celebrate teachers who successfully implement innovative teaching strategies, such as the use of educational social media. Encourage the sharing of best practices among staff to foster a culture of continuous improvement and innovation.

4. Develop School-Wide Policies: Establish clear school-wide policies and guidelines regarding the responsible and ethical use of social media for educational purposes. This provides a clear framework for both teachers and students.

For Future Researchers:

1. Explore Different Platforms and Subjects: Future research could explore the effectiveness of various educational social media platforms across different subjects and grade levels. This would provide a broader understanding of their applicability and impact.

2. Investigate Long-Term Impact: Conduct longitudinal studies to investigate the long-term impact of using educational social media on student retention of knowledge, critical thinking skills, and civic engagement.

3. Comparative Studies: Undertake comparative studies to analyze the effectiveness of educational social media against other innovative teaching methods or traditional approaches. This could provide deeper insights into the unique advantages and disadvantages of each method.

4. Examine Teacher and Student Perceptions in Depth: Conduct more in-depth qualitative studies to explore the nuances of teacher and student perceptions, challenges, and successes in integrating educational social media into the learning process.

By implementing these recommendations, the educational community can continue to harness the potential of educational social media to create more dynamic, engaging, and effective learning environments, ultimately leading to improved student outcomes.

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