DYNAMICS OF STUDENT COLLABORATION AND LEARNING AUTONOMY IN DIGITAL-BASED SOCIAL STUDIES INSTRUCTION AT SMP NEGERI 2 JATIBARANG
TL;DR
The results indicate that the integration of digital tools significantly improves the efficiency of group collaboration through flexibility in time and space and fosters self-regulated learning skills in independent assignments, however, disparities in device access, low digital supervision, and information distractions remain crucial barriers.
Abstract
The development of digital technology demands a radical transformation in the delivery and evaluation methods of Social Studies (IPS) learning at the secondary school level. This article aims to analyze in-depth the dynamics of group collaboration and the level of learning independence of students at SMP Negeri 2 Jatibarang in completing social studies assignments using digital instruments. A descriptive qualitative approach was used with a case study method. Data were collected through classroom observations, in-depth interviews with eight seventh and eighth grade students, and student digital assignment portfolios. The results indicate that the integration of digital tools (such as Google Workspace, Canva, and e-learning platforms) significantly improves the efficiency of group collaboration through flexibility in time and space and fosters self-regulated learning skills in independent assignments. However, disparities in device access, low digital supervision, and information distractions remain crucial barriers. These findings imply the need for teacher instructional design that balances technical guidance and strengthening digital literacy.