The Utilization of Adaptive Digital Platforms in Social Studies Learning to Improve Social Literacy of Elementary School Students
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Abstract
This study aims to analyze the effectiveness of using adaptive digital platforms in Social Science (IPS) learning to improve the social literacy of elementary school students. Although digital technology is increasingly used in education, social studies learning in Indonesia is still teacher-centric and does not accommodate diverse learning needs. This study examines how adaptive platforms like Google Classroom can strengthen students' empathy, cooperation, and civic awareness. The study used a mixed-methods sequential explanatory design involving 60 grade V students from two elementary schools in South Kalimantan. Quantitative analysis using paired-sample t-test and ANCOVA showed a significant increase (p < 0.05) in all dimensions of social literacy, with the highest Increase in empathy (18%), followed by cooperation (15%) and civic awareness (12%). Qualitative findings from interviews and observations show that adaptive digital learning encourages active engagement, collaboration, and reflective communication among students. Adaptive platforms also create learning environments that are inclusive and responsive to individual learning styles, thus not only improving academic outcomes but also shaping social character and digital ethics. Theoretically, this research expands the application of social constructivism theory in the context of adaptive digital learning by placing social interaction at the core of the formation of social literacy in the 21st century. The results of this study provide practical implications for teachers, curriculum developers, and researchers to integrate adaptive technology in social studies learning to foster empathy, cooperation, and social responsibility in the digital era.
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How to Cite
HURIYAH, Huriyah; KHAIRUNNISA, Khairunnisa; MAHMUDAH, Mahmudah.
The Utilization of Adaptive Digital Platforms in Social Studies Learning to Improve Social Literacy of Elementary School Students.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 185-193, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3591>. Date accessed: 07 may 2026.
doi: https://doi.org/10.18860/icied.v10i1.3591.
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Articles
References
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Arrivillaga, M. R., Gold, M., Rivera, E. P., & Juárez, J. G. (2024). Incorporating an intersectional gender approach to improve access to maternal and child health screening services. International Journal for Equity in Health, 23(1). https://doi.org/10.1186/s12939-024-02109-3
Banks, J. A., & Banks, C. A. M. G. (2019). Multicultural Education: Issues and Perspectives. Wiley. https://books.google.co.id/books?id=ceGyDwAAQBAJ
Blundell, C. N., Mukherjee, M. M., & Nykvist, S. S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100093
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://books.google.co.id/books?id=335ZDwAAQBAJ
Currie, D. H., & Kelly, D. M. (2022). Critical social literacy: Media engagement as an exercise of power. Review of Education, Pedagogy, and Cultural Studies, 44(5), 406–446. https://doi.org/10.1080/10714413.2021.1941551
Deng, H., Chen, Z., & Yang, D. (2025). The Intervention of Medical Social Workers: Humanistic Care of Cardiovascular Disease Patients. Journal of Multidisciplinary Healthcare, 18, 4725–4738. https://doi.org/10.2147/JMDH.S510498
Denzin, N. K. (2017). The Research Act: A Theoretical Introduction to Sociological Methods. Routledge. https://books.google.co.id/books?id=UjcpxFE0T4cC
Duong, L. (2025). ‘Start with a bold statement’–gendered displays of confidence in entrepreneurial pitching. Entrepreneurship and Regional Development, 37(5–6), 653 – 670. https://doi.org/10.1080/08985626.2024.2448665
Kalantzis, M., & Cope, B. (2025). Literacy in the Time of Artificial Intelligence. Reading Research Quarterly, 60(1). https://doi.org/10.1002/rrq.591
Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers and Education, 191. https://doi.org/10.1016/j.compedu.2022.104646
Leftwich, A. T., Glazewski, K. D., Jeon, M., Jantaraweragul, K., Hmelo-Silver, C. E., Scribner, J. A., Lee, S. Y., Mott, B. W., & Lester, J. C. (2023). Lessons Learned for AI Education with Elementary Students and Teachers. International Journal of Artificial Intelligence in Education, 33(2), 267–289. https://doi.org/10.1007/s40593-022-00304-3
Li, J., van der Spek, E. D., Hu, J., & Feijs, L. M. G. (2022). Extracting Design Guidelines for Augmented Reality Serious Games for Children. IEEE Access, 10, 66660–66671. https://doi.org/10.1109/ACCESS.2022.3184775
Lin, C., Kuo, B. C., & Chang, F. T. Y. (2025). The impact of Taiwan adaptive learning platform (TALP) on self-regulated learning and mathematics achievement. Educational Psychology. https://doi.org/10.1080/01443410.2025.2561028
Morgan, A., Sibson, R., & Jackson, D. A. (2022). Digital demand and digital deficit: conceptualising digital literacy and gauging proficiency among higher education students. Journal of Higher Education Policy and Management, 44(3), 258–275. https://doi.org/10.1080/1360080X.2022.2030275
Rowe, L. W. (2022). Google Translate and Biliterate Composing: Second-Graders’ Use of Digital Translation Tools to Support Bilingual Writing. TESOL Quarterly, 56(3), 883–906. https://doi.org/10.1002/tesq.3143
Shafiq, S. (2024). An exploration of psychological and socio-cultural facets in perinatal distress of Pakistani couples: a triangulated qualitative study. BMC Pregnancy and Childbirth, 24(1). https://doi.org/10.1186/s12884-024-06780-w
Smith, A., Dupont, M., & Tanaka, H. (2025). Cultural Adaptation in Digital Learning Environments. 1–16. https://doi.org/10.4018/9798369383179.ch001
Tai, T., & Chen, H. H. J. (2024). Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers and Education, 220. https://doi.org/10.1016/j.compedu.2024.105112
Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2022.100434
Wang, X., Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers and Education, 194. https://doi.org/10.1016/j.compedu.2022.104703
Wendt, R., Naderer, B., Bachl, M., & Rieger, D. (2023). Social Media Literacy Among Adolescents and Young Adults: Results From a Cross-Country Validation Study. Social Media and Society, 9(4). https://doi.org/10.1177/20563051231216965
Wu, D., Zhou, C., Li, Y., & Chen, M. (2022). Factors associated with teachers’ competence to develop students’ information literacy: A multilevel approach. Computers and Education, 176. https://doi.org/10.1016/j.compedu.2021.104360
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour and Information Technology, 42(16), 2911–2931. https://doi.org/10.1080/0144929X.2022.2151935
Yousafzai, S., Aljanova, N., & Omran, W. (2024). Masquerade of power: women entrepreneurs reshaping gender norms in Kazakhstan’s male-dominated sectors. International Journal of Gender and Entrepreneurship. https://doi.org/10.1108/IJGE-02-2024-0028
Yuan, Y. (2024). An empirical study of the efficacy of AI chatbots for English as a foreign language learning in primary education. Interactive Learning Environments, 32(10), 6774–6789. https://doi.org/10.1080/10494820.2023.2282112
Zhang, Y., & Zhang, Y. (2024). The Influence of Digital Literacy on the Phenomenon of Deviation between Farmers’ E-Commerce Sales Willingness and Behavior: Evidence from Rural China. Sustainability (Switzerland), 16(7). https://doi.org/10.3390/su16073000