Transformation of Learning Media Through TikTok: A Qualitative Study of the Influence of Viral Media "UBUR-UBUR"
DOI:
https://doi.org/10.22219/jtlm.v2i1.34482Keywords:
TikTok, learning media, Ubur-Ubur, viral contentAbstract
Technological developments have brought significant changes in learning methods. This research aims to explore the transformation of mathematics learning media through TikTok with a focus on the influence of viral content with the theme "Ubur-uber". The research methodology used is qualitative with a phenomenological approach. Data was collected through direct observation and analysis of relevant TikTok content. From the results of observations, 50 Ubur-uber-themed videos were selected based on the criteria of popularity and user interaction. Data were analyzed using thematic analysis techniques to identify main patterns and themes. The focus of the research lies in the use of Ubur-Ubur content in mathematics learning media and its impact on the teaching and learning process. The findings show that TikTok is an effective platform in the world of education, where viral Ubur-Ubur content has succeeded in making mathematics learning more interesting and efficient for students and educators. Concrete examples include increased student participation in class discussions and a better understanding of the material. The results of this research show that learning media innovation through platforms such as TikTok can make a positive contribution to the world of education. However, it was discovered that the Ubur-Ubur content on TikTok has never been researched and published in a national or international journal to test its effectiveness in terms of the validity of the media used, etc. This shows that this media is only a learning innovation, especially mathematics. By leveraging the viral nature of Ubur-Ubur content, educators can create more dynamic and interactive learning experiences. This research provides insight into the potential of TikTok as an effective educational tool and opens up opportunities for further exploration of the use of social media for educational purposes, especially in mathematics subjects.
Downloads
References
Abus, O. (2023). TAYO Cards in Understanding Numbers 1-10 for Early Childhood, Improve? Journal of Teaching and Learning Mathematics, 1, 13–24.
Ahmad, A. R. (2020). The impact of social media on panic during the COVID-19 pandemic in iraqi kurdistan: Online questionnaire study. Journal of Medical Internet Research, 22(5). https://doi.org/10.2196/19556
Ahmed, M., Usmiyatun, U., Nurhidayah, N., Darmayanti, R., & Azizah, I. N. (2021). PDKT: Introducing numbers 1-10 for kindergarten students using card media, does It improve? AMCA Journal of Education and Behavioral Change, 2, 69–73.
Baird, C. (2011). From social media to social customer relationship management. Strategy and Leadership, 39(5), 30–37. https://doi.org/10.1108/10878571111161507
Bazarova, N. N. (2014). Self-disclosure in social media: Extending the functional approach to disclosure motivations and characteristics on social network sites. Journal of Communication, 64(4), 635–657. https://doi.org/10.1111/jcom.12106
Bruhn, M. (2012). Are social media replacing traditional media in terms of brand equity creation? Management Research Review, 35(9), 770–790. https://doi.org/10.1108/01409171211255948
Budiarti, E., Lestari, J. T., & Hagenimana, E. (2024). The educational game" MARIO" for early childhood number recognition to improve cognitive abilities: Attempts and Problems. Journal of Teaching and Learning Mathematics, 2.
Chen, E. (2020). Tracking social media discourse about the COVID-19 pandemic: Development of a public coronavirus Twitter data set. JMIR Public Health and Surveillance, 6(2). https://doi.org/10.2196/19273
Choirudin, C., Darmayanti, R., Usmiyatun, U., Sugianto, R., & Ananthaswamy, V. (2021). Mathematics teacher vs. media development, What are the learning problems in MTs? AMCA Journal of Religion and Society, 1(1), 19–24.
Choirudin, C., In’am, A., & Darmayanti, R. (2021). Snakes and ladders: How do media and RME address the five components of mathematics learning in elementary school? AMCA Journal of Science and Technology, 2.
Choirudin, C., Ridho’i, A. V., & Darmayanti, R. (2021). The slidesgo platform is a solution for teaching" building space" in the era of independent learning during the pandemic. AMCA Journal of Religion and Society, 2, 47–52.
Cholily, Y. M. (2023). Analysis of Mathematical Communication Ability on Problem-Solving Pythagoras Theorem Viewed From Students’ Cognitive Style. Journal of Teaching and Learning Mathematics, 1, 42–52.
Civila, S., & Jaramillo-Dent, D. (2022). #Mixedcouples on TikTok: Performative Hybridization and Identity in the Face of Discrimination. Social Media and Society, 8(3). https://doi.org/10.1177/20563051221122464
Darmayanti, R., Sugianto, R., Muhammad, Y., & da Silva Santiago, P. V. (2022). Analysis of Students’ Adaptive Reasoning Ability in Solving HOTS Problems Arithmetic Sequences and Series in Terms of Learning Style. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 73–90.
Duffy, B. E. (2017). (Not) getting paid to do what you love: Gender, social media, and aspirational work. (Not) Getting Paid to Do What You Love: Gender, Social Media, and Aspirational Work, 1–308.
Fauza, M. R., Baiduri, B., Inganah, S., Sugianto, R., & Darmayanti, R. (2023). Urgensi Kebutuhan Komik: Desain Pengembangan Media Matematika Berwawasan Kearifan Lokal di Medan. Delta-Phi: Jurnal Pendidikan Matematika, 1(2), 130–146.
Gallaugher, J. (2010). Social media and customer dialog management at Starbucks. MIS Quarterly Executive, 9(4), 197–212.
Golbeck, J. (2011). Predicting personality with social media. Conference on Human Factors in Computing Systems - Proceedings, 253–262. https://doi.org/10.1145/1979742.1979614
Halpern, D. (2013). Social media as a catalyst for online deliberation? Exploring the affordances of Facebook and YouTube for political expression. Computers in Human Behavior, 29(3), 1159–1168. https://doi.org/10.1016/j.chb.2012.10.008
Hermida, A. (2012). SHARE, LIKE, RECOMMEND: Decoding the social media news consumer. Journalism Studies, 13(5), 815–824. https://doi.org/10.1080/1461670X.2012.664430
HUbur, B., & Baena, L. Q. (2023). Women Scientists on TikTok: New Opportunities to Become Visible and Challenge Gender Stereotypes. Media and Communication, 11(1), 240–251. https://doi.org/10.17645/mac.v11i1.6070
Hunt, M. G. (2018). No more FOMO: Limiting social media decreases loneliness and depression. Journal of Social and Clinical Psychology, 37(10), 751–768. https://doi.org/10.1521/jscp.2018.37.10.751
Hutter, K. (2013). The impact of user interactions in social media on brand awareness and purchase intention: The case of MINI on Facebook. Journal of Product and Brand Management, 22(5), 342–351. https://doi.org/10.1108/JPBM-05-2013-0299
Kamboj, S. (2018). Examining branding co-creation in brand communities on social media: Applying the paradigm of Stimulus-Organism-Response. International Journal of Information Management, 39, 169–185. https://doi.org/10.1016/j.ijinfomgt.2017.12.001
Lim, M. (2012). Clicks, Cabs, and Coffee Houses: Social Media and Oppositional Movements in Egypt, 2004-2011. Journal of Communication, 62(2), 231–248. https://doi.org/10.1111/j.1460-2466.2012.01628.x
Maddox, J., & Gill, F. (2023). Assembling “Sides” of TikTok: Examining Community, Culture, and Interface through a BookTok Case Study. Social Media and Society, 9(4). https://doi.org/10.1177/20563051231213565
Marcon, A. R., Zenone, M., & Caulfield, T. (2023). The portrayal of organ donation on TikTok: A content analysis of popular English-language TikTok videos. Digital Health, 9. https://doi.org/10.1177/20552076231222422
Naylor, R. (2012). Beyond the “like” button: The impact of mere virtual presence on brand evaluations and purchase intentions in social media settings. Journal of Marketing, 76(6), 105–120. https://doi.org/10.1509/jm.11.0105
Ng, R., & Indran, N. (2022a). Hostility Toward Baby Boomers on TikTok. Gerontologist, 62(8), 1196–1206. https://doi.org/10.1093/geront/gnac020
Ng, R., & Indran, N. (2022b). Not Too Old for TikTok: How Older Adults Are Reframing Aging. Gerontologist, 62(8), 1207–1216. https://doi.org/10.1093/geront/gnac055
Olvera, C. (2021). TikTok Tics: A Pandemic Within a Pandemic. Movement Disorders Clinical Practice, 8(8), 1200–1205. https://doi.org/10.1002/mdc3.13316
Qomariyah, S., Darmayanti, R., Rosyidah, U., & Ayuwanti, I. (2023). Indicators and essay problem grids on three-dimensional material: Development of instruments for measuring high school students’ mathematical problem-solving ability. JEMS: Jurnal Edukasi Matematika Dan Sains, 11(1), 261–274.
Rapp, A. (2013). Understanding social media effects across seller, retailer, and consumer interactions. Journal of the Academy of Marketing Science, 41(5), 547–566. https://doi.org/10.1007/s11747-013-0326-9
Rishika, R. (2013). The effect of customers’ social media participation on customer visit frequency and profitability: An empirical investigation. Information Systems Research, 24(1), 108–127. https://doi.org/10.1287/isre.1120.0460
Sah, R. W. A., Darmayanti, R., & Maryanto, B. P. A. (2022). Updating Curriculum Through 21st Century Learning Design. Seminar Nasional Teknologi Pembelajaran, 2(1), 127–142.
Setio, A., & Baiduri, B. (2023). Statistical Literacy: A Preliminary Research to Identify Student’s Level in Solving AKM Problems Based on Watson Category. Journal of Teaching and Learning Mathematics, 1, 33–41.
Shu, K. (2020). FakeNewsNet: A Data Repository with News Content, Social Context, and Spatiotemporal Information for Studying Fake News on Social Media. Big Data, 8(3), 171–188. https://doi.org/10.1089/big.2020.0062
Sugianto, R., & Darmayanti, R. (2021). Teachers in their perceptions and influences on LINU, positive or negative? AMCA Journal of Science and Technology, 1, 20–24.
Sugianto, R., Darmayanti, R., & Muhammad, I. (2023). Teacher Competence in The Preparation of Test and Non-Test Instruments. Journal of Teaching and Learning Mathematics, 1(1), 25–32.
Tan, K. H., Rajendran, A., Muslim, N., Alias, J., & Yusof, N. A. (2022). The Potential of TikTok’s Key Features as a Pedagogical Strategy for ESL Classrooms. Sustainability (Switzerland), 14(24). https://doi.org/10.3390/su142416876
Tan, K. H., Rajendran, A., Philip, B., Alias, J., Saad, S. M., & Mohamad, Z. (2024). Utilising Tiktok Features for Speech Communication. World Journal of English Language, 14(2), 65–73. https://doi.org/10.5430/wjel.v14n2p65
Tsao, S. F. (2021). What social media told us in the time of COVID-19: a scoping review. The Lancet Digital Health, 3(3). https://doi.org/10.1016/S2589-7500(20)30315-0
Tufekci, Z. (2014). Big Questions for social media big data: Representativeness, validity and other methodological pitfalls. Proceedings of the 8th International Conference on Weblogs and Social Media, ICWSM 2014, 505–514.
Vizcaíno-Verdú, A. (2023). TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities. Teaching and Teacher Education, 123. https://doi.org/10.1016/j.tate.2022.103978
Vrontis, D. (2021). Social media influencer marketing: A systematic review, integrative framework and future research agenda. International Journal of Consumer Studies, 45(4), 617–644. https://doi.org/10.1111/ijcs.12647
Wulandari, T., Nurmalitasari, D., Susanto, K., & Darmayanti, R. (2022). Etnomatematika Pada Batik Daun Sirih dan Burung Kepodang Khas Pasuruan. Seminar Nasional Teknologi Pembelajaran, 2(1), 95–103.
Zeng, D. (2010). Social media analytics and intelligence. IEEE Intelligent Systems, 25(6), 13–16. https://doi.org/10.1109/MIS.2010.151
