Social Studies Education, Digital Inequality, and Socio-Economic Justice: Narratives from Senior High Schools in Ternate City

Zuhroh, Ni’matuz, Rahmaniah, Aniek ORCID: https://orcid.org/0000-0003-2582-1908, Mujtahid, Mujtahid ORCID: https://orcid.org/0009-0002-1511-2649, Susilawati, Samsul ORCID: https://orcid.org/0000-0002-8312-8151, Sari, Ulfi Andrian ORCID: https://orcid.org/0000-0002-3874-545X and Rahmi, Sri Nur (2026) Social Studies Education, Digital Inequality, and Socio-Economic Justice: Narratives from Senior High Schools in Ternate City. International Journal of Educational Narratives, 4 (1). pp. 75-85. ISSN P - ISSN: 2988-1579 E - ISSN: 2988-0092

Text 27129.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (329kB)

Abstract

Background. Digital transformation presents both opportunities and
challenges for education in Indonesia, particularly in Eastern Indonesia,
including Ternate City. This region faces a persistent digital divide
characterized by limited access to digital devices, uneven internet
connectivity, and low digital literacy among teachers and students,
which negatively affects learning quality, student engagement, and the
development of 21st-century competencies such as critical thinking,
collaboration, and digital literacy.
Purpose. This qualitative study aimed to explore how Social Studies
education can contribute to reducing socio-economic inequality and
strengthening social inclusion in the context of digital transformation in
education.
Method. This study employed a qualitative approach, including
observations, in-depth interviews, and surveys, to examine the
implementation of social studies learning in senior high schools in
Ternate City.
Results. Findings reveal that social studies education continues to face
significant obstacles, including unequal access to digital tools, limited
connectivity, and insufficient integration of local content. However, IPS
learning has potential to bridge digital and socioeconomic gaps through
contextualized content, project-based learning, digital literacy
enhancement, and fostering social awareness and economic justice.
Effective implementation relies on equitable digital infrastructure,
teacher competence in digital pedagogy, and policies responsive to
social vulnerabilities.
Conclusion. Integrating local wisdom and digital technology enables
students to develop analytical, communication, and problem-solving
skills while understanding their community’s socio-economic realities

Item Type:	Journal Article
Keywords:	Digitalization; Eastern Indonesia; Economic Justice; Social Inclusion; Social Studies Education
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Social Science Education
Depositing User:	Ulfi Andrian Sari
Date Deposited:	08 Apr 2026 14:03

Downloads

Origin of downloads

Actions (login required)

View Item