Imagine a classroom where the teacher passionately explains the material, but most students are silently looking down, staring at their phone screens. Within 60 seconds, a TikTok video has conveyed the same lesson, complete with music, visual effects, and commentary that stimulates discussion.<\/p>\n
The question is, who will they listen to: the teacher at the front of the class, or the content creator on the phone screen? This phenomenon is not simply a learning distraction, but a signal that the educational landscape is changing drastically.<\/p>\n
Generation Z children born and raised in the digital age no longer view TikTok simply as a space for entertainment. This short video platform has transformed into a source of information, a space for exploration, and even a learning medium.<\/p>\n
In a matter of seconds, information flows nonstop, touching almost every aspect of their lives. This phenomenon raises an important question among educators: is school still relevant to a generation that grew up with gadgets and the internet?<\/p>\n
In reality, classrooms are starting to lose their appeal. Generation Z is accustomed to living in a fast-paced, visual, and connected flow of information. They learn from 60-second videos, listen to explanations from educational influencers, and even spark critical discussions in the comments section.<\/p>\n
In a single day, a teenager can learn public speaking techniques, learn about gaslighting, or understand basic financial literacy, all from the device in their hand.<\/p>\n
Meanwhile, schools still rely on one-way lectures, rote learning, and number-based assessments. The curriculum is constantly being revised, but its implementation is slow and often out of touch with the digital realities students face every day. If schools want to remain relevant, they must speak the “language of today” that their students understand. After all, in this era, competing for students’ attention is not just the teacher in the classroom, but also the relentless work of social media algorithms.<\/p>\n
Various studies demonstrate TikTok’s potential as a learning medium. A study published in the Journal of Science and Education (2024) revealed that targeted use of TikTok can increase students’ learning motivation, particularly through creative video-making assignments. In Jakarta, another study found that around 75 percent of Gen Z users showed increased digital literacy, especially in the category of critical consuming, after regularly accessing educational content on the platform.<\/p>\n
This fact proves that TikTok is not just idle entertainment, but can also be an effective learning tool if used wisely.<\/p>\n
However, this potential does not come without risks. Some elementary school teachers complain of decreased focus because students are more tempted to create entertainment content than complete schoolwork.<\/p>\n
This is where the real challenge lies. TikTok is not the problem itself; what matters is how educators and parents guide its use. Field experience shows that social media can be an educational ally if integrated appropriately. At SMA Negeri 7 Banjarmasin, for example, an 11th-grade student admitted to understanding Indonesian language material better when making explanatory videos using TikTok.<\/p>\n
“I can express myself, I can repeat it over and over again, and it sticks in my head,” he said.<\/p>\n
A teacher at the school confirmed that this kind of approach makes lessons more lively, although not all students are disciplined. Unfortunately, not many schools in Banjarmasin, or even in Indonesia, provide space for creative methods like this.<\/p>\n
Most educational institutions still view social media as a threat, not an opportunity. They forget that this is precisely where students spend their time. If education is to reach this generation, it must be present in the digital spaces where they live.<\/p>\n
Banning Gen Z from using TikTok is like turning a blind eye to reality. A ban won’t stop them; it will actually lead them to learn unsupervised, exposed to information that isn’t necessarily valid or useful. What’s needed isn’t a ban, but rather guidance.<\/p>\n
Digital literacy should be a core part of the curriculum, not just supplementary material. Teachers need to be empowered as curators of educational content, not simply to fill in attendance and give grades.<\/p>\n
The government, along with education offices, can facilitate “Digital Edu-Creator” training for teachers, so they can produce engaging and relevant learning content.<\/p>\n
Schools can also establish smart regulations. For example, creating a special schedule for digital educational content projects, holding educational video competitions aligned with the curriculum, and involving parents in the process of monitoring social media use. Collaboration with educational content creators can also be a breakthrough.<\/p>\n
Creators who understand digital trends can help how we insert character values and Pancasila into viral content, so that social media becomes not just a source of entertainment but also a vehicle for shaping the nation’s character.<\/p>\n
Generation Z doesn’t refuse to learn; they simply need a way to learn that is relevant, fast, visual, and connected to their reality. If schools continue to cling to outdated methods, their educational role will be replaced by algorithms. This Independence Day momentum should be a moment for reflection.<\/p>\n
Have we truly freed Indonesian children from the shackles of learning methods they no longer understand? Or are we still forcing them to learn in a language foreign to them?<\/p>\n
Schools don’t need to transform into TikTok. However, they can learn from TikTok’s way of presenting information: concise, fun, and on-target. By harnessing the power of social media, schools can design learning that not only educates but also captivates students. Technology should be an ally of education, not its adversary.<\/p>\n
Ultimately, the biggest challenge isn’t TikTok or other social media platforms, but rather the readiness of teachers, parents, and policymakers to adapt to changing times. As long as we are willing to open ourselves up, utilize technology, and remain committed to the noble goals of education, we don’t need to worry about being displaced by algorithms. Instead, we can use them to strengthen the competitiveness of Indonesian education in the eyes of future generations.<\/p>\n
Generation Z are fast, critical learners. They don’t wait for teachers in the classroom; they seek knowledge wherever it can be found. The question now is, will schools be present in these spaces or will this generation learn alone, guided by algorithms that don’t recognize human values?<\/p>\n
By: Syaifullah<\/strong><\/p>\n Lecturer, Faculty of Teacher Training and Education, Indonesian Language, Lambung Mangkurat University<\/strong><\/p>\n Advisor, Faculty of Teacher Training and Education Student Press Institute (LPM)<\/p>\n Published in Radar Banjarmasin, August 13, 2025<\/p>\n","protected":false},"excerpt":{"rendered":" Imagine a classroom where the teacher passionately explains the material, but most students are silently looking down, staring at their phone screens. Within 60 seconds, a TikTok video has conveyed the same lesson, complete with music, visual effects, and commentary … <\/p>\n","protected":false},"author":6,"featured_media":27703,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_total_topic_count_hidden":0,"_bbp_total_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"pmpro_default_level":0},"categories":[309],"tags":[],"_links":{"self":[{"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/posts\/28088"}],"collection":[{"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/comments?post=28088"}],"version-history":[{"count":2,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/posts\/28088\/revisions"}],"predecessor-version":[{"id":28103,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/posts\/28088\/revisions\/28103"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/media\/27703"}],"wp:attachment":[{"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/media?parent=28088"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/categories?post=28088"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ulm.ac.id\/en\/wp-json\/wp\/v2\/tags?post=28088"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}