PENGARUH EKOSISTEM DIGITAL SEKOLAH TERHADAP MOTIVASI BELAJAR GENERASI Z PADA SEKOLAH MENENGAH PERTAMA DI KOTA SORONG

Abstrak

Penelitian ini mengkaji pengaruh ekosistem digital sekolah terhadap motivasi belajar Generasi Z pada Sekolah Menengah Pertama (SMP) di Kota Sorong. Ekosistem digital sekolah dalam penelitian ini dipahami sebagai sistem terpadu yang mencakup pemanfaatan Learning Management System (LMS), aplikasi pembelajaran digital, perangkat teknologi pendukung, serta integrasi platform digital ke dalam perencanaan dan pelaksanaan kurikulum. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologis untuk menggali secara mendalam pengalaman, persepsi, dan makna yang dibangun oleh peserta didik, guru, serta pengelola sekolah dalam penerapan ekosistem digital tersebut. Pengumpulan data dilakukan melalui wawancara mendalam semi-terstruktur, observasi langsung terhadap proses pembelajaran berbasis digital di kelas, dan analisis dokumen kebijakan sekolah terkait pengelolaan teknologi pendidikan. Hasil penelitian menunjukkan bahwa ekosistem digital sekolah memberikan kontribusi positif terhadap peningkatan motivasi belajar siswa Generasi Z. Kontribusi tersebut tercermin melalui meningkatnya keterlibatan siswa dalam aktivitas pembelajaran, kemudahan dan fleksibilitas dalam mengakses materi belajar, serta kesesuaian strategi pembelajaran dengan karakteristik siswa sebagai digital native. Meskipun demikian, penelitian juga menemukan sejumlah tantangan, khususnya terkait perbedaan tingkat kesiapan kompetensi digital guru dan keterbatasan infrastruktur teknologi di beberapa sekolah. Faktor-faktor tersebut memengaruhi optimalisasi implementasi ekosistem digital secara menyeluruh. Oleh karena itu, penelitian ini merekomendasikan perlunya penguatan kebijakan dan strategi pengembangan ekosistem digital sekolah secara terencana, berkelanjutan, dan kontekstual guna meningkatkan kualitas motivasi belajar siswa di era transformasi digital pendidikan. Temuan ini diharapkan menjadi rujukan empiris bagi pemangku kepentingan pendidikan daerah dalam merancang program digitalisasi sekolah yang adaptif, inklusif, dan selaras dengan kebutuhan perkembangan peserta didik tingkat menengah pertama di wilayah Kota Sorong dan sekitarnya Papua Barat.

User management systems play a strategic role in maintaining information system security, as they are directly related to identity management, authentication, authorization, and access control to system resources. As organizations increasingly depend on network-based information systems, the risk of security threats also continues to rise, one of the most prevalent being unauthorized access.

This study examines the influence of the school digital ecosystem on Generation Z learning motivation in junior high schools in Sorong City. The school digital ecosystem in this study is understood as an integrated system that includes the use of Learning Management Systems (LMS), digital learning applications, supporting technological devices, and the integration of digital platforms into curriculum planning and instructional implementation. This research adopts a qualitative approach with a phenomenological design to explore in depth the experiences, perceptions, and meanings constructed by students, teachers, and school administrators regarding the ongoing digital ecosystem implementation. Data were collected through semi-structured in-depth interviews, direct classroom observations of digital-based learning activities, and document analysis of school policies related to educational technology management. The findings indicate that the school digital ecosystem contributes positively to enhancing Generation Z students’ learning motivation. This contribution is reflected in increased student engagement in learning activities, greater flexibility and accessibility of learning materials, and instructional strategies that align with digital native learner characteristics. Nevertheless, the study also identifies several challenges, particularly differences in teachers’ digital competence readiness and limitations in technological infrastructure across schools. These factors affect the optimal and comprehensive implementation of the digital ecosystem. Therefore, this study recommends strengthening well-planned, sustainable, and contextual strategies for developing school digital ecosystems to improve the quality of student learning motivation in the era of digital educational transformation. It is expected that these findings inform local education stakeholders in designing adaptive and inclusive digital school policies for junior secondary education contexts.