Media Sosial dan Transformasi Interaksi Guru–Siswa di Sekolah Dasar: Studi Kualitatif di Kabupaten Minahasa

Abstract

Social media is not only used as a means of communication, but has also begun to be utilized in the learning process in schools. The use of social media has brought changes to the way teachers and students interact, both in the delivery of learning materials and in social relationships within the school environment. The purpose of this study is to analyze the impact of social media on teacher–student interaction at Inpres Patalingaan Public Elementary School, Minahasa Regency. This includes the forms of social media use in learning, changes in the patterns of interaction between teachers and students, as well as the supporting and inhibiting factors in the use of social media within the school environment. The method used in this study is a descriptive qualitative method. The research was conducted at Inpres Patalingaan Public Elementary School with six informants consisting of teachers and students. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study indicate that the use of social media in the school environment has led to changes in the patterns of interaction between teachers and students. Interactions that were previously conducted face-to-face have gradually shifted to communication through digital media, resulting in a tendency for decreased intensity and quality of emotional closeness between teachers and students. The use of social media has both positive and negative impacts on teacher–student interaction. The positive impacts include facilitating the delivery of information and assignments, expanding access to learning resources, serving as an alternative to textbooks in schools, and supporting learning communication outside school hours. However, the negative impacts found include reduced face-to-face interaction, instances of bullying within the classroom, decreased emotional closeness between teachers and students, and a tendency for students to become less active in classroom learning.