Online learning has become a new norm in the educational ecosystem, especially in the post-pandemic era. In

this context, social media has emerged as an alternative medium increasingly used to support teaching and

learning processes in higher education institutions. This study based on the concept that social media, through

its interactive, collaborative features and instant access to information, has the potential to influence the

effectiveness of online learning. The study focuses on popular platforms among students such as Facebook,

WhatsApp, YouTube, and TikTok. It explores how elements such as two-way communication, the building of

Development of information and communication technology (ICT) had a significant impact on various aspects

of human life, including education. This transformation became more evident following the COVID-19

pandemic, which forced educational institutions worldwide shift to online learning methods to ensure the

continuity of teaching and learning processes. In the post-pandemic context, online learning is no longer a

temporary measure but has evolved into a new norm in the modern educational ecosystem.

This transition has created a need to explore new methods and strategies to enhance the effectiveness of online

learning. The approach can increasing attention among educators with using the social media as a learning

support tool. Social media designed for social and entertainment purposes, have great potential in supporting

the teaching and learning process because its interactive, collaborative features and its ability to deliver

information quickly and accessibly.

Its Latin word meaning "middle," "intermediary," or "conduit," the term "media" in Arabic also refers to a

medium or channel for communication from sender to receiver. Therefore, media can be defined as a tool to

deliver or disseminate instructional messages. Social media is a type of media that enables users to interact,

share information, and collaborate. In this context, social media defined as a form of electronic communication

through which individuals can interact, obtain information, and exchange opinions on various matters. For

examples of social media applications include WhatsApp, YouTube, Instagram, Facebook, TikTok, and others.

Platforms such as Facebook, WhatsApp, Telegram, YouTube, and TikTok are frequently used by students not

only for social interaction but also for academic purposes such as group discussions, sharing learning

media to deliver content and information for encourage student participation in related activities. Besides that,

educational media must be supervised and regulated to ensure that the information obtained is accurate and

true, especially information and knowledge related to Islamic education. Platforms such as Google Classroom,

Google Meet, Zoom, Facebook, YouTube, and others are among the social media tools that can be used for

learning purposes.

Meanwhile, according to Putri Yulianti, Akmal Readhi et al. (2024), TikTok can also be used as a learning

medium such as comments on posts, Reels, and Live videos can be used as spaces for discussion and

communication between students and teachers. Hence, TikTok not only serves as a content delivery tool but

also as an interactive platform that supports two-way communication. However, this interaction must be

focused and limited to educational purposes, as TikTok is a global platform with very wide usage.

In addition, according to Hafizah, Hakim, and Zaini (2022), YouTube is also categorized as a interesting

platform from students. This is because YouTube allow students to understand lesson more easily through

visual and auditory elements. It facilitates comprehension of concepts and used for presentation their project.

This theory is based on the idea that learning occurs through a network of connections among people and

digital resources. Social media is suitable for this approach because it allows learners to connect, share, and

construct knowledge collaboratively.

Cognitive presence involves the ability of learners to construct meaning through sustained reflection and

discourse, while social presence fosters a sense of community and open communication among participants.

Teaching presence encompasses the design, facilitation, and direction of learning processes to achieve

educational outcomes. Research has shown that balancing these three elements which is student engagement,

support for self-directed learning.

However, this effectiveness greatly depends on how social media is used within a suitable pedagogical context.

Futhermore, without proper monitoring and guidance, the use of social media can also pose various challenges

such as distractions, dissemination of false information, and imbalance between social and academic

interactions.

university students. Future research could include more model pedagogical in education and could critically

comparing their strengths and weaknesses in pedagogical contexts while addressing concerns like distraction

https://doi.org/10.1016/j.iheduc.2007.04.001

2. Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of

formal and informal learning. Learning, Media and Technology,41(1),6–30..

https://doi.org/10.1080/17439884.2015.1064954

3. Hafizah, M. Ikhwanul Hakim, and Muyassaroh Zaini. 2022. “Peran media sosial dalam meningkatkan

prestasi belajar pendidikan agama islam” 1 (2): 376–87.

4. Junco, R. (2014). Engaging students through social media: Evidence and lessons for higher education.

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5. Laily, Irene Mardiatul, Anita Puji Astutik, and Budi Haryanto. 2022. “Instagram Sebagai Media

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https://ejournal.unma.ac.id/index.php/ijie/index