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Construction of Knowledge and Learning Experience to Build Digital Literacy in Marginal Communities

Journal of Nonformal Education · Vol. 10 No. nformal (2024) · pp. 457–467

DOI
10.15294/jone.v10i2.4826
ISSN
2528-4541, 2442-532X
Published
2024-08-15
Publisher
Universitas Negeri Semarang
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

Digital literacy is a construction of knowledge and experience for suburban communities in using social media, with various ways used by the community to appreciate the presence of digital technology to help people work online, as well as appreciation from marginal communities along with the development of digital literacy into a construction of knowledge and experiential study. This study employs a qualitative approach with a case study method, focusing on 10 informants who are members of the Mulung Village community, active members of a youth organization, and community facilitators. The research results show that the construction of knowledge and learning experiences in building digital literacy for marginalized communities in marginal communities, which is manifest in community appreciation for the presence of digital technology, which provides convenience, new insights, and benefits as informal learning within the family, acting a mass communication tool, as a forum for the younger generation to discuss, social interaction in cyberspace, and generating consumer behavior in society, as well as an exploration of the younger generation's skills and knowledge in using social media. In conclusion, digital literacy can foster community connection among marginalized communities through mass communication, independent learning experiences, and social media forums, fostering tolerance and empathy, and fostering support for digitalization through a sense of empathy and community support. The study's novelty lies in its in-depth exploration of the interplay between digital literacy, community engagement, and empowerment, particularly for marginalized groups. It demonstrates how digital literacy can foster a sense of belonging, tolerance, and empathy within the community, ultimately leading to a more inclusive and supportive environment for digitalization.

Keywords

Collaboration network of the authors

12 authors · 30 co-authorship links · 8 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Negeri Surabaya
  • University College London
  • National Chung Hsing University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Widodo WidodoUniversitas Negeri Surabaya3
Heryanto SusiloUniversitas Negeri Surabaya2
Shobri Firman SusantoUniversitas Negeri Surabaya2
Ali YusufUniversitas Negeri Surabaya1
Arif FirmansyahNational Chung Hsing University1
I Ketut AtmajaUniversitas Negeri Surabaya1
Ismaicha Dewanti RamadhaniaUniversitas Negeri Surabaya1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jone/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Construction of Knowledge and Learning Experience to Build Digital Literacy in Marginal Communities</dc:title>
	<dc:creator xml:lang="en">Rivo Nugroho</dc:creator>
	<dc:creator xml:lang="en">Sjafiatul Mardliyah</dc:creator>
	<dc:creator xml:lang="en">Heru Siswanto</dc:creator>
	<dc:creator xml:lang="en">Monica Widyaswari</dc:creator>
	<dc:creator xml:lang="en">Teguh Dewangga</dc:creator>
	<dc:subject xml:lang="en">Knowledge Construction, Learning Experience, Digital Literacy, Marginal Communities</dc:subject>
	<dc:description xml:lang="en">Digital literacy is a construction of knowledge and experience for suburban communities in using social media, with various ways used by the community to appreciate the presence of digital technology to help people work online, as well as appreciation from marginal communities along with the development of digital literacy into a construction of knowledge and experiential study. This study employs a qualitative approach with a case study method, focusing on 10 informants who are members of the Mulung Village community, active members of a youth organization, and community facilitators. The research results show that the construction of knowledge and learning experiences in building digital literacy for marginalized communities in marginal communities, which is manifest in community appreciation for the presence of digital technology, which provides convenience, new insights, and benefits as informal learning within the family, acting a mass communication tool, as a forum for the younger generation to discuss, social interaction in cyberspace, and generating consumer behavior in society, as well as an exploration of the younger generation's skills and knowledge in using social media. In conclusion, digital literacy can foster community connection among marginalized communities through mass communication, independent learning experiences, and social media forums, fostering tolerance and empathy, and fostering support for digitalization through a sense of empathy and community support. The study's novelty lies in its in-depth exploration of the interplay between digital literacy, community engagement, and empowerment, particularly for marginalized groups. It demonstrates how digital literacy can foster a sense of belonging, tolerance, and empathy within the community, ultimately leading to a more inclusive and supportive environment for digitalization.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jone/article/view/4826</dc:identifier>
	<dc:identifier>10.15294/jone.v10i2.4826</dc:identifier>
	<dc:source xml:lang="en">Journal of Nonformal Education; Vol. 10 No. 2 (2024): Equivalency education and community education; 457-467</dc:source>
	<dc:source>2528-4541</dc:source>
	<dc:source>2442-532X</dc:source>
	<dc:source>10.15294/jone.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jone/article/view/4826/1776</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Rivo Nugroho, Sjafiatul Mardliyah, Heru Siswanto, Monica Widyaswari, Teguh Dewangga (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>