LEARNING SOCIETY ERA DIGITAL DI MAN 2 YOGYAKARTA

Yuniar Aulia, NIM : 22104090075 (2026) LEARNING SOCIETY ERA DIGITAL DI MAN 2 YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was motivated by the development of digital technology, which encourages educational institutions to foster a sustainable learning culture through the use of e-learning. This study aims to describe the development of a learning society in the digital era, analyze the role of e-learning in building a learning society, and analyze the impact of e-learning implementation on character development at MAN 2 Yogyakarta. This study employed a descriptive qualitative approach. The research subjects consisted of the principal, teachers, students, and parents selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman model with the assistance of NVivo, while data validity was established through source and technique triangulation. The results showed that (1) the development of a learning society in the digital era at MAN 2 Yogyakarta occurs through three dimensions: the development of a digital-based learning environment supported by school policies and facilities such as Wi-Fi, Digital Corner Mandaya (DIJIKONA), and the JMD (Jogja Madrasah Digital) or E-Mandaya platform; the development of students’ independent learning culture through the use of various digital platforms beyond classroom hours; and the active involvement of the entire school community in building a sustainable digital learning ecosystem. (2) The role of e-learning in building a learning society is manifested through lifelong learning, interconnectedness among members of the madrasah community and digital knowledge sources, as well as meaningful learning experiences. These findings were analyzed based on Peter Jarvis’s perspective and reinforced by George Siemens’s theory of connectivism. (3) The implementation of e-learning supports students’ character development, particularly in terms of independence, active learning, and adaptability in digital learning. However, its implementation still faces challenges, including limited internet connectivity, the need for teacher and parental guidance, and the use of digital resources without sufficient understanding of the learning process. These findings are related to UNESCO’s educational framework, particularly learning to know, learning to do, learning to be, and learning to live together.

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