The Relationship between Social Media Literacy in Social Studies Learning and the Activeness of Fifth Grade Elementary School Students

Abstract

Abstract The rapid development of digital technology has made social media one of the primary sources of information for elementary school students. In Social Studies learning, social media issue literacy can help students understand social phenomena in a more contextual way while encouraging active participation during classroom learning. This study aimed to analyze students' levels of social media issue literacy, their learning activeness, and the relationship between these two variables in fifth-grade Social Studies learning. A quantitative approach with a correlational research design was employed. The sample consisted of 36 fifth-grade students from SDN 1 Gembleb and SDN 1 Kedunglurah, Pogalan District, Trenggalek Regency, selected through purposive sampling. Data were collected using validated and reliable questionnaires and analyzed through normality, linearity, and Pearson correlation tests using IBM SPSS Statistics 25. The findings indicated that the data were normally distributed and met the assumption of linearity. Pearson correlation analysis revealed a correlation coefficient of  0.820 with a significance value of  0.000 (p < 0.05), indicating a positive, significant, and very strong relationship between social media issue literacy and students' learning activeness. These findings suggest that higher levels of social media issue literacy are associated with greater student participation in Social Studies learning. The study implies that integrating social media issue literacy into Social Studies instruction can serve as an effective strategy to enhance students' active engagement while fostering critical thinking skills at the elementary school level.