Abstract
Penelitian ini bertujuan untuk menganalisis dinamika hubungan profesional guru Madrasah Aliyah (MA) di Aceh Timur dalam penggunaan media sosial. Dengan pendekatan kualitatif deskriptif, penelitian ini menggali bagaimana guru-guru memanfaatkan media sosial untuk pengembangan profesional, kolaborasi antar guru, serta tantangan yang dihadapi. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dokumentasi, dan angket terbuka yang melibatkan guru yang aktif menggunakan platform seperti WhatsApp, Facebook, dan Telegram. Hasil penelitian menunjukkan bahwa mayoritas guru (85%) menggunakan media sosial untuk mengikuti pelatihan daring, 72% untuk berbagi informasi pendidikan, dan 61% untuk mencari materi ajar terbaru. Kolaborasi antar guru juga terwujud melalui penyusunan soal ujian bersama dan diskusi pedagogis. Namun, tantangan seperti gangguan privasi, overload informasi, kesenjangan literasi digital, dan konflik pendapat di grup media sosial ditemukan. Hasil angket mengungkapkan bahwa 90% guru merasa media sosial memperluas jejaring profesional mereka, sementara 76% guru menginginkan pelatihan etika penggunaan media sosial. Secara keseluruhan, meskipun media sosial memberikan banyak manfaat bagi pengembangan profesional dan kolaborasi antar guru, tantangan yang ada perlu diatasi agar potensi media sosial dapat dimaksimalkan secara optimal.
How to Cite
| Issue | Vol. 1 No. 1 (2025) |
| Section | Articles |
| Publication Date | 2025-04-30 |
| Pages | 20-25 |
- Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal of Education and Literacy Studies, 5(2), 9-19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9
- Anderson, J., & Rainie, L. (2018). The Future of Well-Being in a Tech-Saturated World. Pew Research Center.
- Bond, M. (2023). Teacher Professional Learning in a Social Media Age: Towards a Conceptual Framework. British Journal of Educational Technology, 54(1), 18-35. https://doi.org/10.1111/bjet.13250
- Carpenter, J. P., & Harvey, S. (2019). "There's No Referee on Social Media": Challenges in Educator Professional Social Media Use. Teaching and Teacher Education, 86, 102904. https://doi.org/10.1016/j.tate.2019.102904
- Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
- Etikan, I., & Bala, K. (2017). Sampling and Sampling Methods. Biometrics & Biostatistics International Journal, 5(6), 215-217. https://doi.org/10.15406/bbij.2017.05.00149
- Greenhow, C., & Lewin, C. (2016). Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning. Learning, Media and Technology, 41(1), 6-30. https://doi.org/10.1080/17439884.2015.1064954
- Guest, G., Namey, E., & Chen, M. (2020). A Simple Method to Assess and Report Thematic Saturation in Qualitative Research. PLOS ONE, 15(5), e0232076. https://doi.org/10.1371/journal.pone.0232076
- Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2020). Understanding Students’ Perceptions of the Benefits of Online Social Networking Use for Teaching and Learning. The Internet and Higher Education, 45, 100723. https://doi.org/10.1016/j.iheduc.2020.100723
- Perryman, L. A., & Calvert, C. (2013). Open Educational Resources and Social Networks: Examining the Impact of the Open University’s SocialLearn Project. Distance Education, 34(1), 50-64. https://doi.org/10.1080/01587919.2013.770430
- Ranieri, M., Manca, S., & Fini, A. (2012). Why (and How) Do Teachers Engage in Social Networks? An Exploratory Study of Professional Use of Facebook and Its Implications for Lifelong Learning. British Journal of Educational Technology, 43(5), 754-769. https://doi.org/10.1111/j.1467-8535.2012.01356.x
- Trust, T. (2017). Motivation, Empowerment, and Innovation: Teachers’ Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning. Journal of Research on Technology in Education, 49(1-2), 16-30. https://doi.org/10.1080/15391523.2017.1291317
- Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). "Together We Are Better": Professional Learning Networks for Teachers. Computers & Education, 102, 15-34. https://doi.org/10.1016/j.compedu.2016.06.007
- Yuliana, S. (2021). Digital Competency of Madrasah Teachers in Rural Areas: Challenges and Opportunities. Journal of Islamic Education Research, 5(2), 101-118.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.