BITUNG – The use of digital technology in Social Studies (IPS) classes has
significantly improved student engagement, participation, and learning
motivation at State Junior High School 6 Bitung. The finding was reported by
Christa Tamamilang, Henry J.D. Tamboto, Johny Taroreh, Gilly Tiwow, and Iwan
Kandori from the Faculty of Economics and Business at Manado State University
(UNIMA). Published in May 2026 in the Journal of Educational Analytics (JEDA),
the study highlights how digital learning tools such as PowerPoint
presentations, YouTube educational videos, projectors, and smartboards can make
classroom instruction more interactive and effective.
The rapid growth of digital technology has transformed many aspects of
society, including education. Schools are increasingly expected to adopt
innovative teaching approaches that align with the learning preferences of
today’s digitally connected students. In this environment, teachers are no
longer viewed solely as providers of information but also as facilitators who
use technology to create engaging and meaningful learning experiences.
The research was conducted at State Junior High School 6 Bitung using a
qualitative case-study approach. Data were collected through in-depth
interviews, classroom observations, and documentation involving three Social
Studies teachers, students, the school principal, and the vice principal for
curriculum affairs. The researchers examined how teachers integrated technology
into classroom instruction and how students responded to these learning
strategies.
The findings revealed that digital technology has become an important tool
for increasing the attractiveness of Social Studies learning.
Key findings include:
- · The use of PowerPoint presentations, educational videos, projectors, and smartboards enhanced the appeal of Social Studies lessons.
- · Students became more focused, active, and enthusiastic during classroom activities.
- · Visual learning media helped students understand abstract Social Studies concepts more easily.
- · Learning motivation increased alongside the use of digital technology in the classroom.
- · Students expressed positive attitudes toward technology-based learning and requested more frequent implementation.
- · Limited technological facilities and unstable internet connectivity remained the primary challenges.
Teachers reported that digital presentations and video-based learning
materials made it easier to explain complex concepts while maintaining
students’ attention. Students, meanwhile, stated that images, videos, and
interactive learning activities helped them understand lessons more effectively
than traditional lecture-based instruction.
The study also found that technology encouraged greater classroom
participation. Students were more likely to ask questions, contribute to
discussions, and engage in learning activities when digital media were
incorporated into lessons. Compared with conventional teaching methods,
technology-supported instruction created a more dynamic and interactive
learning environment.
According to Christa Tamamilang and her colleagues from Manado State
University, these findings are consistent with Connectivism theory, which
emphasizes the role of technology in shaping learning processes in the digital
age. Digital tools enable students to access broader sources of information
while creating opportunities for collaborative and interactive learning
experiences.
Despite the positive outcomes, the researchers emphasized that
infrastructure remains a critical factor in successful technology integration.
Limited access to digital devices and unreliable internet connections continue
to restrict the effectiveness of technology-based learning in some educational
settings.
The findings carry important implications for education policymakers, school
leaders, and teachers. Schools are encouraged to strengthen digital
infrastructure and expand professional development opportunities that help
teachers effectively integrate technology into classroom instruction. Greater
investment in educational technology could also help ensure that students
develop the skills required for learning and working in the twenty-first
century.
More broadly, the study demonstrates that technology can serve as a powerful
educational tool when combined with effective teaching strategies. By creating
more engaging learning environments, digital technologies have the potential to
improve student motivation, participation, and overall learning outcomes.
Author Profiles
- Christa
Tamamilang - Universitas
Negeri Manado
- Henry
J.D. Tamboto - Universitas
Negeri Manado
- Johny
Taroreh - Universitas
Negeri Manado
- Gilly
Tiwow - Universitas
Negeri Manado
- Iwan
Kandori - Universitas
Negeri Manado
Research Source
Tamamilang, C., Tamboto, H.J.D., Taroreh, J., Tiwow, G., & Kandori, I.
(2026). Social Sciences Teachers' Strategies in Utilizing Technology to
Improve Learning Attractiveness at State Middle School 6 Bitung. Journal
of Educational Analytics (JEDA), Vol. 5 No. 2, May 2026, pp. 233–244.
DOI: https://doi.org/10.55927/jeda.v5i2.11
Journal Website: https://journaljeda.my.id/index.php/jeda
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