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International Journal of Arts, Humanities and Social Studies

Vol. 7, Issue 1, Part A (2025)

From misinformation to insight: Critical reading as a social science lens in digital media education

Author(s):

Marianus Tapung

Abstract:

This study explores the application of critical reading skills as a lens through which to analyze and navigate digital media content, particularly within the context of social science education in Indonesia. With the rapid advancement of digital technology, access to unfiltered information has surged, leading to the proliferation of misinformation and disinformation. In this dynamic environment, developing critical reading skills is essential for fostering discerning individuals capable of evaluating the credibility and relevance of the content they encounter online. The research emphasizes the transformative role of educators as facilitators in participatory and student-centered learning processes. At the upper secondary and higher education levels, where students frequently interact with social media, integrating critical reading into the curriculum equips learners with the tools to assess and synthesize digital information thoughtfully. This approach not only supports the development of critical thinking but also cultivates ethical digital behavior by discouraging the spread of unverified or misleading content. From a social science perspective, critical reading bridges the gap between cognitive skills and societal responsibility, shaping students into informed citizens who contribute positively to social cohesion. By enabling learners to question and analyze the media they consume, critical reading becomes a cornerstone for preparing future generations with the resilience and integrity needed to thrive in an information-driven society.

Pages: 45-51  |  65 Views  28 Downloads


International Journal of Arts, Humanities and Social Studies
How to cite this article:
Marianus Tapung. From misinformation to insight: Critical reading as a social science lens in digital media education. Int. J. Arts Humanit. Social Stud. 2025;7(1):45-51. DOI: 10.33545/26648652.2025.v7.i1a.158
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