Enhancing Collaborative and Communication Skills through the Integration of Socio-Technical System Models and Digital Platforms in Primary Education
DOI:
https://doi.org/10.56480/a8hcna46Keywords:
Socio-Technical System, Digital Platform, Collaborative Learning, Effective Communication, 21st Century EducationAbstract
This study aims to develop and evaluate the effectiveness of a Socio-Technical System (STS) based learning model integrated with digital platforms to improve collaboration and communication skills among educators and students. The research employs a mixed-methods approach with an explanatory sequential design. Quantitative data is gathered through a quasi-experimental pretest-posttest control group design involving ten classes in Pamekasan, Madura, while qualitative insights are gained through case studies and in-depth interviews. Preliminary analysis indicates that current teacher-centered approaches and suboptimal technology integration hinder meaningful pedagogical transformation. The study anticipates that the STS-digital model, incorporating AI-driven feedback and structured collaboration trackers, will significantly increase student collaboration scores and active participation. This research bridges the gap between social interaction and technical infrastructure in primary education, providing a contextual implementation framework for digital transformation in diverse technological settings.
References
Barrett-Maitland, N., & Lynch, J. (2020). Social Acceptance of Technology in Digital Learning Environments. International Journal of Emerging Technologies in Learning. https://doi.org/10.3991/ijet.v15i14.14447
Bond, M. (2021). Facilitating Student Engagement Through the Lens of Socio-Technical Systems. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00248-w
Citrawati,T., dkk. (2020). Perspektif Filosofis Sains Caring Education. Penerbit Edu Pustaka. ISBN: 978-623-93849-1-3.
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th Ed). SAGE Publications. ISBN: 978-1544360379.
Garcia-Alberti, M., et al. (2021). Challenges of Remote Learning of Skills: Collaboration and Communication. Sustainability. https://doi.org/10.3390/su13094857
Hassan, S., et al. (2024). Digital Transformation in Primary Education: A Socio-Technical Perspective on Collaborative Learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12450-w
Huckin, C., et al. (2022). Socio-Technical Design for Online Learning Communities. Springer Nature. ISBN: 978-3031062018.
Koh, J. H. L. (2020). TPACK for 21st Century Learning: Developing Teachers’ Digital Pedagogy. Educational Media International. https://doi.org/10.1080/09523987.2020.1786776
Leoste, J., et al. (2022). Integrating STS and Digital Pedagogy in Teacher Training. Frontiers in Education. https://doi.org/10.3389/feduc.2022.845627
Meskhi, B., et al. (2021). Socio-Technical Systems in Transition to Digital Education. International Journal of Cognitive Research in Science, Engineering and Education. https://doi.org/10.23947/2334-8496-2021-9-1-1-12
Nguyen, T. (2022). Building Communication Skills in Virtual Teams: A Socio-Technical Approach. Journal of Business and Technical Communication. https://doi.org/10.1177/10506519211044456
Sarker, S., et al. (2023). Revisiting the Socio-Technical System (STS) Framework in the Digital Age: A Systematic Review. MIS Quarterly. https://doi.org/10.25300/MISQ/2023/16540
Selwyn, N. (2024). Education and Technology: Key Issues and Debates. Bloomsbury Academic. ISBN: 978-1350325456.
Setyawan, A. (2020). Rumah Adat Nusantara. Penerbit Edu Pustaka. ISBN: 978-623-93849-2-0.
Setyawan, A., dkk. (2020). Psikologi Pendidikan: Pengaruh Proses Belajar Terhadap Perkembangan Anak. Penerbit Edu Pustaka. ISBN: 978-623-93849-0-6.
Setyawan, A., et al. (2020). Effects of the Google Meet Assisted Method of Learning on Building Student Knowledge and Learning Outcomes. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2020.080917
Setyawan, A., et al. (2021). Management of Outdoor Learning Models for Environmental Education. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2020.080901
Tey, T. C., et al. (2020). Influence of the Use of Technology Through Problem Based Learning and Inkuiri Models Towards Scientific Communication. Journal of Technology and Science Education. https://doi.org/10.3926/jotse.833
Tomblin, D., & Mogul, N. (2020). STS Postures: Responsible Innovation and Research in Undergraduate STEM Education. Journal of Responsible Innovation. https://doi.org/10.1080/23299460.2020.1739947
Trilling, B., & Fadel, C. (2021). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass. ISBN: 978-0470553640.
Vartiainen, H., et al. (2023). Socio-Technical Orchestration of Collaborative Problem-Solving in Digital Environments. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104812
Wang, Q., & Huang, C. (2024). The Role of AI-Feedback Assistant in Enhancing Digital Collaboration. Journal of Educational Computing Research. https://doi.org/10.1177/07356331231221045
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Tyasmiarni Citrawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
