TikTok-Based Learning Media for Enhancing Elementary Students’ Digital Literacy in Coding and AI Education

Nur Fahmi Akhmad; Mujaddid; Jufri

doi:10.33578/pjr.v10i4.1471

Authors

Nur Fahmi Akhmad Institut Teknologi dan Bisnis Nobel Indonesia, Indonesia Author
Mujaddid Teknik Industri, Institut Teknologi dan Bisnis Nobel Indonesia, Indonesia Author
Jufri Pendidikan Teknologi Informasi, Institut Teknologi dan Bisnis Nobel Indonesia, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i4.1471

Keywords:

tiktok-based learning, digital literacy, coding and artificial intelligence, elementary education

Abstract

This study aims to develop and evaluate TikTok-based learning media to improve elementary school students’ digital literacy in Coding and Artificial Intelligence (AI) learning. The research employed a Research and Development (R&D) approach using the Four-D (Define, Design, Develop, and Disseminate) model. The study was conducted at UPTD SDN 239 Inpres Nipa, Maros Regency, involving 35 fifth-grade students selected through purposive sampling. Data were collected using questionnaires, expert validation instruments, and pretest–posttest assessments, and analyzed using descriptive and comparative statistical techniques. The results indicate that the developed learning media achieved very high validity, with average scores of 3.82 for content validation and 3.89 for media design validation. Practicality testing through small-scale field trials yielded a 92.5% positive student response rate, categorized as very practical. Effectiveness testing demonstrated a significant improvement in students’ learning outcomes and digital literacy skills. The experimental group using TikTok-based learning media showed a mean score increase from 62.06 (pretest) to 85.89 (posttest), which was notably higher than that of the control group taught using conventional methods. These findings suggest that TikTok-based microlearning media are effective in enhancing students’ digital literacy, computational thinking, and understanding of basic Coding and AI concepts at the elementary school level. This study provides empirical evidence for integrating social media platforms as innovative learning media in digital literacy-oriented education.

References

Adelia, T., & Rambe, R. N. (2025). Development of comic learning media on student fable texts in junior high school. Jurnal Konfiks. https://doi.org/10.26618/konfiks.v12i2.18302

Agustina, D., Ingtyas, F. T., & Waruwu, M. A. S. (2024). Development of learning media based on local context for elementary school students. Jurnal PAJAR (Pendidikan dan Pengajaran), 8(1), 81–88. https://doi.org/10.33578/pjr.v8i1

Akhmad, N. F., Yahya, M., & Jamaluddin, J. (2022). Pengembangan Bahan Ajar Pemrograman Dasar berbasis Media Sosial Instagram sebagai Alternatif Pembelajaran Daring dalam Kondisi Pandemi Covid-19. Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan), 1-5.

Akhmad, N. F., Dewi, A. F., & Jufri, J. (2024). Pengembangan media pembelajaran berbasis media sosial TikTok dalam meningkatkan hasil belajar peserta didik di sekolah menengah atas. Jurnal Riset dan Inovasi Pembelajaran, 4(3), 2234–2245. https://doi.org/10.51574/jrip.v4i3.2156

Amita, N. (2023). Digital storytelling in increasing elementary school students’ mathematics learning motivation. Jurnal PAJAR (Pendidikan dan Pengajaran), 7(3). https://doi.org/10.33578/pjr.v7i3

Amrullah, A., Hidayati, S., & Wijayanti, R. (2025). Conceptualizing deep learning approach in primary education: Integrating mindful, meaningful, and joyful learning. Journal of Educational Research and Practice, 3(1), 1–15. https://doi.org/10.31004/jerp.v3i1.384

Asikainen, H., & Gijbels, D. (2017). Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29(2), 205–234. https://doi.org/10.1007/s10648-017-9406-6

Astuti, Y. T., Zulkardi, Z., & Wiyono, K. (2024). Science learning based on local wisdom: Analysis of multimedia use needs using Canva in Class V elementary school. Jurnal PAJAR (Pendidikan dan Pengajaran), 8(2), 165–174. https://doi.org/10.33578/pjr.v8i2

Caldeiro-Pedreira, M. C., & Rodríguez-Vázquez, A. I. (2023). TikTok and education: A systematic review of didactic applications, educational uses, and guidelines for responsible integration. Computers & Education, 196, 104742. https://doi.org/10.1016/j.compedu.2023.104742

Casal-Otero, L., Catala, A., Fernandez-Morante, C., Taboada, M., Cebreiro, B., & Mato-Vazquez, D. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10, 29. https://doi.org/10.1186/s40594-023-00418-7

Chiu, T. K. F., & Chai, C. S. (2024). A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education. Computers and Education: Artificial Intelligence, 7, 100244. https://doi.org/10.1016/j.caeai.2024.100244

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111

Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146

Feriyanto, F., & Anjariyah, D. (2024). Deep learning approach through meaningful, mindful, and joyful learning: A library research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212. https://doi.org/10.33122/ejeset.v5i2.321

Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin Press.

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Allyn & Bacon.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hasnunidah, N., Fadiawati, N., Herlina, K., & Dewi, P. S. (2025). Development and validation of ADI-STEM-based biotechnology e-liveworksheets to enhance student argumentation skills. Jurnal Pendidikan MIPA. https://doi.org/10.23960/jpmipa.v26i4.pp2224-2245

Herlinawati, H., Marwa, M., Ismail, N., Junaidi, & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/10.1016/j.heliyon.2024.e35148

Hu, H., & Du, K. (2022). TikTok in mobile-assisted English language learning: An exploratory study. International Journal of Information and Education Technology, 12(12), 1316–1323. https://doi.org/10.18178/ijiet.2022.12.12.1742

Kementerian Pendidikan Dasar dan Menengah. (2025). Panduan pembelajaran mendalam: Bermakna, menyenangkan, dan reflektif. Kemendikdasmen.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2025). Naskah akademik pembelajaran koding dan kecerdasan artifisial untuk pendidikan dasar dan menengah. Kemendikbudristek.

Khlaif, Z. N., & Salha, S. (2021). Using TikTok in education: A form of micro-learning or nano-learning? Interdisciplinary Journal of Virtual Learning in Medical Sciences, 12(3), 213–218. https://doi.org/10.30476/ijvlms.2021.91215.1087

Khodarsih, D., Sari, M., & Perez, C. (2025). Development of the magic cube numbers educational tool to enhance symbolic thinking skills in children aged 4–5 years. JECET. https://doi.org/10.64840/jecet.v1i1.16

Kovac, V. B., Nome, D. Ø., Jensen, A. R., & Skreland, L. L. (2023). The why, what and how of deep learning: Critical analysis and additional concerns. Acta Didactica Norden, 17(1). https://doi.org/10.1080/20004508.2023.2194502

Lee, Y. J. (2023). Language learning affordances of Instagram and TikTok. Innovation in Language Learning and Teaching, 17(2), 408–423. https://doi.org/10.1080/17501229.2022.2087419

Lobo-Quintero, R., Hernández-Leo, D., Taibi, D., Theophilou, E., & Sánchez-Reina, R. (2024). Analyzing factors influencing student engagement in an educative social media platform. Behaviour & Information Technology, 44(11), 2697–2712. https://doi.org/10.1080/0144929X.2024.2406259

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727

Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678

Mirza, A., Pasaribu, R. L., & Simarmata, J. E. (2024). Designing student worksheets (LKM) based on the rigorous teaching and learning (RTL) model. RANGE: Jurnal Pendidikan Matematika. https://doi.org/10.32938/jpm.v6i1.5624

Nduru, M., Ali, A., & Rita, R. (2025). The feasibility of saga text teaching materials utilizing a website for assignments and resources in class X at Azizi Islamic Senior High School. Indonesian Journal of Education Research (IJoER). https://doi.org/10.37251/ijoer.v6i1.1470

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

Ningsih, S., Kuntarto, E., & Kurniawan, A. R. (2020). Teachers’ problems in using information and communication technology (ICT) and its implications in elementary schools. Jurnal PAJAR (Pendidikan dan Pengajaran), 4(3), 518–524. https://doi.org/10.33578/pjr.v4i2.7964

Oktaviani, D. I., Gusnardi, G., Caska, C., Suarman, S., & Indrawati, H. (2025). Enhancing financial literacy through educational game-based learning materials. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan. https://doi.org/10.35931/aq.v19i1.3994

Park, W., & Ko, Y. (2022). A visual interface using Use-Modify-Create scaffolding for understanding AI planning concepts in elementary education. Computers & Education, 183, 104491. https://doi.org/10.1016/j.compedu.2022.104491

Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press. https://doi.org/10.17226/13398

Puja, I. B. P. (2024). The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction. Cogent Social Sciences, 10(1), 2396934. https://doi.org/10.1080/23311886.2024.2396934

Rahayu, D., Daeng, K., & Hajrah, H. (2025). Development of formative assessment based on educational games integrated with QR code on popular scientific article material. Sawerigading. https://doi.org/10.26499/sawer.v31i1.1569

Rambe, A., Juliarti, J., Dewi, E. R., & Anggraini, Y. (2024). The influence of inquiry learning models based on audio visual media on student learning outcomes. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(1). https://doi.org/10.33578/pjr.v9i1.10014

Rizka, M., Permatasari, S., Sari, F. A., & Isjoni, M. R. (2024). Development of case study based learning strategy textbook to improve critical thinking ability of university students. Al-Ishlah: Jurnal Pendidikan. https://doi.org/10.35445/alishlah.v16i3.4743

Salam, U., Ikramunnisa, E., Rezeki, Y., & Queiroz, C. (2025). Social media for English teaching and learning: A bibliometric analysis of research publications (2012–2023). International Journal of Pedagogy and Teacher Education. https://doi.org/10.20961/ijpte.v9i1.87565

Sari, I. K., Putra, Z. H., Witri, G., Noviana, E., Kurniaman, O., & Mulyani, E. A. (2024). The use of interactive e-modules to increase students’ learning outcomes in elementary school. Jurnal PAJAR (Pendidikan dan Pengajaran), 8(2), 199–208. https://doi.org/10.33578/pjr.v8i2

Setyaningsih, R., Abidin, Z., & Darmawan, I. P. A. (2024). Are teachers ready to adopt deep learning pedagogy? The role of technology and 21st-century competencies amid educational policy reform. Education Sciences, 15(10), 1344. https://doi.org/10.3390/educsci15101344

Sobaih, A. E. E., Palla, I. A., & Baquee, A. (2022). Social media use in e-learning amid COVID-19 pandemic: Indian students’ perspective. International Journal of Environmental Research and Public Health, 19(9), 5380. https://doi.org/10.3390/ijerph19095380

Su, J., Zhong, Y., & Ng, D. T. K. (2023). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education, 11, 381–428. https://doi.org/10.1007/s40692-023-00304-9

Tarifa-Rodriguez, A., Virues-Ortega, J., & Perez-Bustamante, A. (2024). Quantitative indices of student social media engagement in tertiary education: A systematic review and a taxonomy. Journal of Behavioral Education, 33, 769–797. https://doi.org/10.1007/s10864-023-09516-6

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Indiana University / Leadership Training Institute on Special Education.

Tinenti, Y. R., Tangi, H., Hayon, V. H. B., & Wariani, T. (2024). The effect of a PowerPoint-based collaborative learning model on elementary students’ learning outcomes. Jurnal PAJAR (Pendidikan dan Pengajaran), 8(2), 135–148. https://doi.org/10.33578/pjr.v8i2

UNESCO. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2.

Valtonen, T., Leppänen, U., Hinkka, T., Sointu, E., Smits, A., & Tondeur, J. (2021). The role of digital informal learning in the relationship between students’ digital competence and academic engagement. Journal of Computer Assisted Learning, 37(4), 1154–1166. https://doi.org/10.1111/jcal.12581

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens.

Wang, Z., Cai, L., Chen, Y., Li, H., & Jia, H. (2021). The teaching design methods under educational psychology based on deep learning and artificial intelligence. Frontiers in Psychology, 12, 711489. https://doi.org/10.3389/fpsyg.2021.711489

Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students’ deep learning through design-based learning. International Journal of Technology and Design Education, 33, 1653–1674. https://doi.org/10.1007/s10798-022-09789-4