Diah Nirmala Dewi, Trisna Dewi Komang

Digital Technology as a Communication Media in Improving Students' Knowledge

Introduction

Digital technology as a communication media in improving students' knowledge. Explore how digital technology enhances student knowledge by serving as a communication medium. This qualitative study analyzes student perspectives on improved learning resources.

Abstract

This study aimed to understand how digital technology, as a communication tool, can help improve students' knowledge. The researcher used a descriptive qualitative approach. To gather information, the study included library research and interviews. The data came from students' opinions about digital technology. There were 5 students being interviewed. The data was processed in four steps: collecting the data, organizing it, analyzing it, and describing it. From the results, the researcher found that when digital technology improves, it gives students many ways to get the knowledge they need.

Review

This paper tackles a highly relevant and timely subject: the role of digital technology as a communication medium in enhancing students' knowledge. The study's stated aim to understand this dynamic is clear, and the chosen descriptive qualitative approach is appropriate for exploring students' perceptions and experiences in depth. Given the pervasive integration of digital tools in contemporary education, research that seeks to illuminate its impact on learning processes is certainly valuable and contributes to ongoing discussions in educational technology and pedagogy. However, several methodological aspects outlined in the abstract present significant limitations. The reliance on a very small sample size, with only five students being interviewed, severely restricts the generalizability and potential richness of the qualitative data. While qualitative research does not prioritize statistical generalizability, a sample of this size typically offers limited diversity in perspectives, making it challenging to draw robust conclusions even within a specific context. Furthermore, the description of the data analysis, while standard (collecting, organizing, analyzing, describing), does not convey the specific techniques used to derive meaningful patterns or themes from the interview data, which is crucial for a qualitative study. The finding, "when digital technology improves, it gives students many ways to get the knowledge they need," while true, appears somewhat self-evident and lacks the deeper, more nuanced insights often expected from qualitative inquiry into such complex phenomena. In conclusion, while the study addresses an important area, its preliminary nature, particularly concerning the limited sample size, suggests that the findings should be interpreted with caution. For future research, expanding the participant pool considerably, providing more detail on the specific qualitative analytical methods employed, and perhaps focusing on particular types of digital technologies or knowledge acquisition processes could yield more substantial and actionable insights. This paper serves as a foundational exploration, but a more robust methodological framework would be necessary to fully substantiate claims about how digital technology genuinely improves student knowledge across various educational settings.

Full Text

Comments

You need to be logged in to post a comment.