(Department of Communication Studies, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)
(2) M Mursalin
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(3) Nuraina Nuraina
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(4) Ferri Safriwardy
(Department of Mechanical Engineering, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(5) Muliana Muliana
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(6) Rohantizani Rohantizani
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)*Corresponding author
AbstractThe rapid proliferation of social media platforms has fundamentally reshaped the informational and communicative landscape of higher education, raising critical questions about how digital participation intersects with students' academic motivation and learning behavior. While considerable scholarship has examined social media use in educational contexts, comparatively little empirical attention has been directed toward systematically describing the motivational dimensions of this relationship among undergraduate populations. This study addresses that gap by investigating the patterns of social media use and their perceived influence on learning motivation among university students. Employing a descriptive research design, data were collected from 320 undergraduate students across three faculties at a public university in Indonesia using a validated Likert-scale questionnaire supplemented by semi-structured reflective response forms. Descriptive statistics, frequency analysis, and thematic categorization were applied using SPSS 25 and NVivo 12. Findings reveal that the majority of students use social media daily for both academic and non-academic purposes, with YouTube, Instagram, and WhatsApp being the most frequently accessed platforms. A substantial proportion of respondents reported that social media positively influenced their intrinsic motivation, particularly through peer-to-peer knowledge sharing, access to supplementary learning resources, and exposure to academically relevant content. Concurrently, digital distraction and difficulty maintaining self-regulated learning behaviors were identified as significant challenges. These results carry substantive implications for pedagogical design, student digital literacy initiatives, and institutional policy in higher education. The study contributes to the growing empirical base on digital learning motivation and provides a contextually grounded descriptive framework for future inquiry.
Keywordssocial media; learning motivation; university students; digital engagement; higher education
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1522 |
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