The Curriculum Development of Social Media Literacy Through Integrated Learning Techique for Junior High School Stusents

Abstract

          The curriculum development of social media literacy through integrated learning technique for junior high school students aimed to: (1) study the guideline of the curriculum development, (2) develop the curriculum, and (3) compare junior high school students’ social media literacy between pre-and post-test. The curriculum was implemented with paired sample of 30 junior high school students, who were selected through voluntary selection from Tedsabanbanpaktang School in the first semester of 2021 academic year. Research instruments consisted of: 1) the curriculum and lesson plans, and 2) a social media literacy assessment test. Content analysis, mean, standard deviation, and paired t-test were used for data analysis. The findings revealed that: 1) The curriculum should encourage students' access to reliable sources, which are used by students to learn social media literacy strategies. Learning activities should be based on real-life situations or experiences with students in order to encourage students to analyze information or news on social media and learn how to avoid cybercrime. To incorporate with learning activities, teachers should use learning materials created by others. 2) The curriculum was developed consisting of 5 components: principle, aim, learning content, learning activities, and assessment. The curriculum and lesson plans were at the high level of appropriateness (  = 4.31, S.D. = 0.17 and  = 4.40, S.D. = 0.24) respectively. 3) After curriculum implementation, junior high school students’ social media literacy was significantly higher than before, with a significance level of .05.