Development Foundations of Interactive Media: The Role of Socio-Educational Environment and Paperless Learning as Predictors of Eco-Digital Literacy

Sima Fatmawati; Yulina Ismiyanti; Luqman Rohmad Maghribi

doi:10.58421/misro.v5i2.1556

DOI:

https://doi.org/10.58421/misro.v5i2.1556

Authors

Sima Fatmawati Universitas Islam Sultan Agung
Yulina Ismiyanti Universitas Islam Sultan Agung
Luqman Rohmad Maghribi Universitas Pamulang

Keywords:

Socio-Educational Environment, Paperless Learning, Eco-Digital Literacy, Primary Education, Interactive Media

Abstract

The rapid transformation of digital education has increased the need to integrate technological competence with environmental responsibility in primary education. Previous studies on digital literacy and environmental education have generally been conducted separately and remain predominantly technocentric, with limited attention to socio-educational interaction and sustainable digital practices in developing eco-digital literacy. This study aims to examine the relationship between the socio-educational environment, paperless learning, and eco-digital literacy among primary school students. A quantitative correlational design was applied involving 135 students from digitally integrated primary schools in West Java, Indonesia. Data were collected using Likert-scale questionnaires and analyzed through Pearson correlation and multiple linear regression using SPSS 27.0. The findings revealed that the socio-educational environment had a stronger positive relationship with eco-digital literacy (r = 0.64, p < 0.01) than paperless learning (r = 0.51, p < 0.01). Regression analysis showed that the socio-educational environment was the strongest predictor (β = 0.52, p < 0.001), while paperless learning also contributed significantly (β = 0.29, p < 0.01). The study highlights that paperless learning alone is insufficient without teacher guidance, social interaction, and a sustainability-oriented school culture.

Downloads

Download data is not yet available.

References

S. Budiyono and H. Haerullah, “Dampak Teknologi terhadap Pembelajaran di Abad 21,” TSAQOFAH, vol. 4, no. 3, pp. 1790–1800, 2024, Doi: 10.58578/Tsaqofah.V4i3.3005.

M. Qiptiah, Penerapan Kurikulum Merdeka Dan Mbkm (Merdeka Belajar Kampus Merdeka) Dalam Kondisi Pendidikan Indonesia Saat Ini. Center for Open Science, 2023. doi: 10.31237/osf.io/z4x2u.

Safitri, P. K. D, M. Inayah, and O. Farhurrahman, “Tantangan dan Peluang dalam Inovasi Pembelajaran Islam di Era Digital,” Glob. Educ. J., vol. 2, no. 1, pp. 73–80, 2024, doi: 10.59525/gej.v2i1.322.

J. J. García-Machado, M. Papa, and M. Carrassi, “The influence of the beliefs of Italian and Spanish managers in their engagement in sustainability reporting,” Discov. Sustain., vol. 4, no. 1, 2023, doi: 10.1007/s43621-023-00171-5.

H. Wiyono, “Sistem Pembelajaran pada Kurikulum Merdeka: Di SMP Negeri 21 Pontianak,” Sustain. J. Kaji. Mutu Pendidik., vol. 6, no. 1, pp. 85–94, 2023, doi: 10.32923/kjmp.v6i1.3354.

A. F. Mukti and E. A. Mulyani, “Penerapan Education for Sustainable Development (ESD) dalam Media Pembelajaran Elektronik di Kelas V Sekolah Dasar: Perspektif Guru,” Pedadidaktika J. Ilm. Pendidik. Guru Sekol. Dasar, vol. 10, no. 2, pp. 245–255, 2023, doi: 10.17509/pedadidaktika.v10i2.48197.

Juanda, Mahmudah, and M. A. Tuflih, “Eco-literacy in the digital age: Comparing student comprehension with AI capabilities,” Lang. Test. Focus An Int. J., vol. 10, pp. 1–17, 2024, doi: 10.32038/ltf.2024.10.01.

A. Ianniello, T. De Giuseppe, and F. Corona, “Eco-Pedagogy and Media Sustainability Values of the Flipped Inclusion Model in the Anthropocene Era,” Int. J. Digit. Lit. Digit. Competence, vol. 13, no. 1, pp. 1–18, 2022, doi: 10.4018/ijdldc.309711.

W. Ninsiana, L. Septiyana, and Y. Suprihatin, “Introducing eco-literacy to early childhood students through digital learning,” J. Educ. Learn., vol. 18, no. 1, pp. 89–96, 2024, doi: 10.11591/edulearn.v18i1.20678.

A. Zuhriyah, “The role of Smart Education (SE) in supporting Digital Eco-Literacy (DEL) Aminah Zuhriyah,” Indones. J. Geogr., vol. 55, no. 1, p. 167, 2023, doi: 10.22146/ijg.74409.

G. H. Zavaleta, “Socio-educational approaches impacting the curriculum,” Int. J. Hum. Sci. Res., vol. 5, no. 6, pp. 1–7, 2025, doi: 10.22533/at.ed.558562514036.

L. R. Maghribi, D. Mutakin, P. Novita, and I. Artikel, “Persepsi Guru dan Siswa terhadap Penggunaan Fitur AI dalam Pengembangan Literasi PKn dan IPS di Sekolah Dasar,” vol. 9, no. 024, pp. 108–117, 2026.

M.-C. Florescu, R. Răcășan, and K. Melinda Barth, “Socio-educational characteristics and motivational factors of students in Pedagogy of Primary and Preschool Education – an exploratory profile,” Educ. 21, vol. 31, no. 31, pp. 115–124, Nov. 2025, doi: 10.24193/ed21.2025.31.12.

V. L. Ngongo, T. Hidayat, and W. Wiyanto, “Pendidikan Di Era Digital,” Pros. Semin. Nas. Progr. Pascasarj. Univ. Pgri Palembang, 2019, [Online]. Available: https://jurnal.univpgri-palembang.ac.id/index.php/Prosidingpps/article/download/3093/2912

J. F. Raharjo and N. I. Karimah, “Pelatihan E-learning Dan Pembuatan Buku Ajar Digital Bagi Peningkatan Peran Guru Millenial,” JAMU J. Abdi Masy. UMUS, vol. 1, no. 2, 2021, doi: 10.46772/jamu.v1i02.368.

Y. Ismiyanti, N. Mayasari, S. Wuri, and K. Nugraheni, “Development of problem based e-comic on the theme of domestic politics on student learning achievement,” J. Ilm. Pendidik. Dasar, vol. XI, no. 1, pp. 128–141, 2024, doi: 10.30659/pendas.

N. P.-K. Lo, “The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education,” Platforms, vol. 2, no. 1, pp. 15–32, 2024, doi: 10.3390/platforms2010002.

Y. Lastri, “Pengembangan Dan Pemanfaatan Bahan Ajar E-Modul Dalam Proses Pembelajaran,” J. Citra Pendidik., vol. 3, no. 3, pp. 1139–1146, 2023, doi: 10.38048/jcp.v3i3.1914.

R. Nofriani and S. Herlina, “Pengaruh Digital Technology Approach Berbantuan GeoGebra terhadap Literasi Matematis Siswa,” J. Cendekia J. Pendidik. Mat., vol. 9, no. 3, pp. 1372–1384, 2025, doi: 10.31004/cendekia.v9i3.4287.

C. E. Werdiningsih, “Pengaruh Kedisiplinan Belajar Dan Berpikir Kritis Terhadap Kemampuan Penalaran Matematis,” J. Math-UMB.EDU, vol. 10, no. 1, pp. 16–21, 2022, doi: 10.36085/mathumbedu.v10i1.4398.

L. S. Putri, S. Azmi, N. H. Salsabila, and N. Hikmah, “Pengaruh Kecerdasan Interpersonal dan Kecerdasan Matematis-Logis Terhadap Kemampuan Komunikasi Matematis,” J. Ilm. Profesi Pendidik., vol. 7, no. 2, pp. 611–619, 2022, doi: 10.29303/jipp.v7i2b.411.

M. Indra, S. Munadi, and T. Widari, “The Correlation of Motivation and Habit with Learning Outcomes in New Normal Era,” J. Iqra’ Kaji. Ilmu Pendidik., vol. 8, no. 1, pp. 51–70, 2023, [Online]. Available: https://doi.org/10.25217/ji.v5i1.2749

A. Fauzi, A. N. Rahmatih, I. Ermiana, and I. Nurmawanti, “Pengembangan Instrumen Literasi Matematis Berbasis Etnomatematika Untuk Peserta Didik Sekolah Dasar,” JUPIKA J. Pendidik. Mat., vol. 7, no. 2, pp. 153–167, 2024, doi: 10.37478/jupika.v7i2.4997.

R. Drupadi, D. Nawangsasi, N. Fatmawati, and S. Sugiana, “Pengaruh Digital Literasi Terhadap Perilaku Sosial Anak Usia Dini,” JCE (Journal Child. Educ., vol. 6, no. 2, p. 249, 2022, doi: 10.30736/jce.v6i2.1084.

M. Oktaviana and A. S. Zanki, “Pengembangan Media Monopoli Untuk Meningkatkan Kecerdasan Matematis Logis Anak Usia Dini,” At-Thufail J. Pendidik. Islam Anak Usia Dini, vol. 1, no. 1, pp. 33–38, 2024, doi: 10.59829/3bdpcv91.

C. Zonyfar, M. Maharina, S. Sihabudin, and K. Ahmad, “Literasi Digital: Penguatan Etika Dan Interaksi Siswa Di Media Sosial,” JMM (Jurnal Masy. Mandiri), vol. 6, no. 2, p. 1426, 2022, doi: 10.31764/jmm.v6i2.7274.

W. Windarto, “Literasi Digital Dalam Etika Bermedia Sosial Yang Berbudi Luhur Bagi Warga Krendang, Tambora, Jakarta Barat,” Sebatik, vol. 27, no. 1, pp. 201–207, 2023, doi: 10.46984/sebatik.v27i1.2266.

W. Ramadhan, “Evaluasi Pelaksanaan Pembelajaran Ilmu Pengetahuan Alam Dan Sosial (IPAS) Dalam Kurikulum Merdeka Sekolah Dasar,” J. Gentala Pendidik. Dasar, vol. 8, no. 1, pp. 118–139, 2023, doi: 10.22437/gentala.v8i1.24893.

W. Basri and T. S. Rahmi, “Kendala Guru dalam Mengimplementasikan Kurikulum Merdeka Pada Pembelajaran IPS Tingkat Sekolah Menengah Pertama,” J. Moral Civ. Educ., vol. 7, no. 1, pp. 1–16, 2023, doi: 10.24036/8851412712023733.

J. Ren, W. Xu, and Z. Liu, “The impact of educational games on learning outcomes: Evidence from a meta-analysis,” Int. J. Game-Based Learn., vol. 14, no. 1, pp. 1–25, 2024, doi: 10.4018/IJGBL.336478.

Sartini and R. Mulyono, “Analisis Implementasi Kurikulum Merdeka Belajar Untuk Mempersiapkan Pembelajaran Abad 21,” Didakt. J. Ilm. PGSD STKIP Subang, vol. 8, no. 2, pp. 1348–1363, 2022, doi: 10.36989/didaktik.v8i2.392.

I. Bagit, H. Sumual, and A. Mewengkang, “Penerapan Model Project Based Learning untuk Meningkatkan Hasil Belajar Simulasi dan Komunikasi Digital Siswa SMK,” Edutik J. Pendidik. Teknol. Inf. dan Komun., vol. 2, no. 6, pp. 860–873, 2022, doi: 10.53682/edutik.v2i6.6341.