Structuration in Teacher’s and Student’s Adaptation to Digital Learning in Sociology Subject

Abstract

Digital transformation in education necessitates adaptation within the sociology curriculum, a subject characterized by its empirical and contextual nature. However, implementation is often hindered by disparities in infrastructure and the varying levels of digital competence among teachers and students. This study analyzes the strategies for implementing and adapting digital sociology instruction at SMA Negeri Kebakkramat through the lens of Anthony Giddens' structuration theory. Employing a descriptive qualitative approach, twelve informants, two sociology teachers and ten students were selected via purposive sampling; data were gathered through semi-structured interviews and non-participant observation, then analyzed using the Miles and Huberman model. The findings reveal that digital instruction was conducted using seven complementary platforms Mentimeter, Google Forms, Wayground (Quizizz), Canva, Microsoft Word, Educaplay, and Interactive Digital Board (PID) which served as structural resources shaped by school policies and infrastructure. Teachers demonstrated distinct forms of agency within this shared structure: one tended to maintain conventional methods while the other actively adopted various platforms, whereas students adapted primarily by enhancing their digital literacy. These recurring strategies gradually reproduced and reshaped classroom norms, illustrating the reciprocal relationship between structure and agency central to Giddens' theory. Nevertheless, the process remained constrained by uneven Wi-Fi access, limitations regarding student devices, and variations in teachers' digital pedagogical competence. The study indicates that successful digital adaptation in sociology instruction arises from the interaction among available technological resources, teacher and student agency, and co-created classroom norms, rather than relying solely on technological readiness.