Analysis of the Influence of Social Media Use, Educational Technology, and Digital Identity on Educational Culture Change in West Java

ABSTRACT


INTRODUCTION
The advent of the digital age has brought about significant changes in several fields, including education.The educational scene in West Java, Indonesia, is changing dramatically as a result of the convergence of fast technology breakthroughs and rich cultural legacy.A new era of learning is being ushered in by the blending of social media and educational technology, as well as the creation of digital identities among instructors and students [1]- [4].These developments are changing old educational practices.
In light of this, this study sets out to investigate the complex interactions that exist between the usage of social media, educational technology, and the development of digital identities in West Java's educational system.The main goal is to look into how these elements affect the more general phenomena of changing educational culture in the area [5]- [8].This question is especially important now because West Java is trying to figure out how to reconcile its rich cultural heritage with the expectations of a digitally advanced society.
Social media platforms have become dynamic venues for information sharing, communication, and teamwork that go beyond physical borders and improve interactions in the classroom [9]- [11].Nonetheless, there is still much to learn about how social media affects West Javan cultural norms and educational procedures.
Concurrently, the incorporation of educational technology has transformed methods of instruction and learning by providing chances for individualized training, interactive participation, and worldwide connectedness.However, issues like pedagogical adaptation and access discrepancies continue to exist, highlighting the necessity of comprehending the subtleties of educational technology adoption within the cultural context of the region.
Moreover, the spread of digital identities, which are molded by people's interactions and representations on the internet, adds a new facet to West Java's educational culture.It is important to carefully consider how instructors and students create, manage, and navigate their digital identities since these behaviors can have a significant impact on social dynamics and learning settings.
This study explores these domains to understand the complex dynamics of West Java's changing educational culture.The study aims to gather empirical insights into the changing educational landscape and its consequences for stakeholders at different levels of the education system through the lens of quantitative analysis using survey methods.

Social Media Use in Education
Social media sites are now widely used in many aspects of daily life, including education, in today's world.Social media presents special chances for interaction, cooperation, and knowledge exchange between students and teachers in educational settings.Social media affordances including user-generated material, multimedia capabilities, and rapid connectivity can improve learning outcomes and increase engagement [12]- [14].
In West Java, social media plays a particularly significant role in H2: Educational technology integration positively influences educational culture change in West Java.

Digital Identity Formation
The online character that people create via their interactions and activities on digital platforms is referred to as their "digital identity."Digital identity influences students' and teachers' perceptions of themselves and others in educational settings, as well as how they interact with learning communities.Fostering digital citizenship and encouraging responsible online activity need the development of positive digital identities [20], [23].
It is critical to comprehend the emergence and ramifications of digital identities in the context of West Java, where cultural values and traditions collide with digital spaces.Studies reveal that young people in Indonesia actively engage in virtual communities, where they engage in identity negotiation, cultural expression, and digital space navigation [1]- [3].But worries about authenticity, privacy, and online safety highlight the necessity of a comprehensive understanding of how digital identities are formed in educational settings.
Researchers can learn more about the intricate interactions between cultural norms, digital practices, and educational experiences by looking at the elements impacting the development of digital identities among educational stakeholders in West Java.The knowledge gained from this investigation can help with initiatives to support the development of good digital identities, develop digital literacy, and create inclusive online learning environments in the area.
H3: Digital identity formation positively influences educational culture change in West Java.

Research Design
The research adopts a quantitative approach to investigate the influence of social media use, educational technology, and digital identity on educational culture change in West Java.Specifically, the study utilizes a cross-sectional survey design to gather data from educators and learners across various educational institutions in the region.The survey instrument is designed to capture information on participants' social media usage patterns, utilization of educational technology, perceptions of digital identity, and their perceptions of educational culture change.

Participants
The participants in this study comprise educators (including teachers, lecturers, and administrators) and learners (students) from primary, secondary, and tertiary educational institutions in West Java.A stratified sampling technique will be employed to ensure representation across different levels of education and types of institutions.A sample size of 120 participants will be targeted, with approximately equal proportions of educators and learners.

Data Collection
Data will be collected through online surveys distributed to participants via email and social media platforms.The survey instrument will consist of multiple-choice questions, Likert scales, and open-ended prompts, designed to elicit information on participants' demographics, social media usage habits, experiences with educational technology, perceptions of digital identity, and views on educational culture change.The survey will be pre-tested with a small sample of participants to assess clarity, validity, and reliability before full-scale implementation.

Data Analysis
The collected data will undergo analysis using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) regression, a robust statistical technique suitable for exploring complex relationships among multiple variables in a structural model [24].This method facilitates the examination of both direct and indirect effects between latent constructs and observed variables.The data analysis process will involve several steps.Firstly, data cleaning and preprocessing will ensure completeness, accuracy, and consistency, with missing data addressed using appropriate imputation techniques if necessary, followed by coding and organization for analysis.Subsequently, a measurement model will be constructed to evaluate the validity and reliability of the survey instrument through Confirmatory Factor Analysis (CFA), assessing relationships between observed variables and latent constructs like social media use, educational technology, digital identity, and educational culture change.Once validated, the structural model will be estimated using SEM-PLS, examining direct and indirect relationships between latent constructs via path analysis, and assessed for goodness-of-fit using indices such as NFI, CFI, and RMSEA.Hypotheses derived from theoretical frameworks and previous literature will be tested using bootstrapping procedures to determine the significance of path coefficients and evaluate effect sizes, providing insights into the strength of relationships between variables.Finally, the validated structural model will be interpreted in the context of theoretical frameworks and existing literature, shedding light on the influence of social media use, educational technology, and digital identity on educational culture change in West Java.The demographic profile of the participants indicates a diverse representation across gender, age groups, educational levels, and institution types.The majority of participants were female (58.3%), reflecting the gender distribution within the education sector in West Java.In terms of age, participants spanned a wide range, with the highest proportion falling within the 20-30 age group (37.5%).This distribution reflects the presence of both younger educators and learners, as well as those with more experience in the field.

RESULTS AND DISCUSSION
In terms of educational level, participants were fairly evenly distributed across primary (25.0%), secondary (41.7%), and tertiary (33.3%) education, indicating a comprehensive representation of educators and learners from various stages of the education system.Additionally, the sample included participants from both public (58.3%) and private (41.7%) educational institutions, providing insights into the experiences and perspectives of individuals across different institutional contexts.

Measurement Model
The measurement model assesses the validity and reliability of the survey instrument by examining the relationships between observed variables (indicators) and latent constructs (variables of interest).In this study, the measurement model includes four latent constructs: Social Media Use, Educational Technology, Digital Identity, and Educational Culture Change.Each construct is represented by multiple observed variables, denoted by their respective codes (e.g., SMU for Social Media Use, EDT for Educational Technology).The examination of key constructs reveals strong associations with their respective latent variables.For Social Media Use, loading factors ranging from 0.885 to 0.925 demonstrate robust connections between observed variables and the latent construct.Moreover, a Cronbach's alpha coefficient of 0.885 and a composite reliability of 0.929 indicate good internal consistency and reliability.Similarly, Educational Technology displays loading factors from 0.783 to 0.852, a Cronbach's alpha coefficient of 0.758, and a composite reliability of 0.861, affirming its reliability.Digital Identity exhibits loading factors from 0.788 to 0.841, a Cronbach's alpha coefficient of 0.763, and a composite reliability of 0.858, attesting to its consistency.Lastly, Educational Culture Change showcases loading factors from 0.844 to 0.867, a Cronbach's alpha coefficient of 0.811, and a composite reliability of 0.888, all indicating strong associations and reliability.The average variance extracted for each construct exceeds the recommended threshold of 0.50, reinforcing their convergent validity.These findings provide a robust foundation for further analysis of the relationships between these constructs and educational culture change in West Java.

Discriminant Validity
Discriminant validity assesses the extent to which each latent construct in the measurement model is distinct from the others.It ensures that the observed variables within each construct are more strongly correlated with their respective latent construct than with other constructs in the model.In this study, discriminant validity is evaluated using the correlation matrix between the latent constructs: Digital Identity, Educational Culture Change, Educational Technology, and Social Media Use.The examination of correlation coefficients reveals insightful information about the relationships between constructs.Diagonal values, which represent the correlation of each construct with itself, consistently show perfect correlation (1.0), as anticipated.This indicates the constructs' robust correlation with themselves.Offdiagonal values, on the other hand, signify correlation coefficients between pairs of constructs.Discriminant validity is upheld if these off-diagonal values are smaller than the corresponding diagonal values of each construct.Comparing off-diagonal values, the correlation coefficients between Digital Identity and other constructs (Educational Culture Change, Educational Technology, Social Media Use) are 0.695, 0.608, and 0.634, respectively.Meanwhile, the correlation coefficients between Educational Culture Change and other constructs (Educational Technology, Social Media Use) are 0.633 and 0.622, respectively.Lastly, the correlation coefficient between Educational Technology and Social Media Use stands at 0.712.These findings offer valuable insights into the distinctiveness and interrelationships among the constructs under investigation.

Source: Process Data Analysis (2024)
Several goodness-of-fit indices were utilized to assess the adequacy of the structural model.Firstly, the Standardized Root Mean Square Residual (SRMR), measuring the discrepancy between observed and predicted covariance matrices, yielded a value of 0.119 for both the saturated and estimated models, indicating comparable goodness of fit.Secondly, measures of discrepancy, including d_ULS and d_G, showed values of 1.106 and 0.451, respectively, for both models, suggesting adequate approximation of data by the estimated model compared to the saturated model.Thirdly, the Chi-Square value, representing the difference between observed and expected covariance matrices, remained non-significant at 336.230 for both models, implying good fit despite its sensitivity to sample size.Lastly, the Normed Fit Index (NFI) was 0.671 for both models, below the ideal threshold but indicating some improvement over the null model.Together, these indices suggest that while the model may not achieve optimal fit, it adequately represents the data compared to the saturated model.

Coefficient Model
R-Square (R2) and Q2 are measures used to assess the predictive power and explanatory capability of a structural model in Structural Equation Modeling (SEM).In this study, R-Square and Q2 are examined to evaluate the proportion of variance explained by the endogenous latent variable (Educational Culture Change) and its predictive relevance, respectively.The analysis of relationships between Digital Identity, Educational Technology, Social Media Use, and Educational Culture Change yields significant insights.Firstly, Digital Identity exhibits a statistically significant influence on Educational Culture Change (mean = 0.481, t-statistic = 4.528, pvalue = 0.000), indicating that individuals with a strong digital identity are more likely to contribute to cultural shifts within educational settings.Similarly, Educational Technology significantly impacts Educational Culture Change (mean = 0.339, t-statistic = 3.297, p-value = 0.000), suggesting that technology integration in education fosters changes in cultural norms and practices.Moreover, Social Media Use also demonstrates a statistically significant influence on Educational Culture Change (mean = 0.289, t-statistic = 2.577, p-value = 0.002), implying that active engagement with social media platforms contributes to the evolution of cultural norms within educational contexts.These findings underscore the importance of digital factors in shaping educational culture change in West Java.

Discussion
The findings of the study offer valuable insights into the complex dynamics shaping educational culture change in West

Limitations
Sample Representativeness: The study's sample may not fully represent the diversity of educational stakeholders in West Java, potentially limiting the generalizability of the findings.Future research could employ larger and more diverse samples to enhance the external validity of the results.
Self-Report Bias: The reliance on selfreported data through surveys may introduce response bias and social desirability effects, impacting the accuracy of the findings.Combining survey methods with qualitative approaches such as interviews or focus groups could provide a more comprehensive understanding of participants' experiences and perspectives.

CONCLUSION
In conclusion, this study sheds light on the complex dynamics shaping educational culture change in West Java, particularly in the context of social media use, educational technology integration, and digital identity formation.Through empirical analysis, the study demonstrates the significant influence of digital innovations on educational practices and norms within the region.The findings underscore the importance of promoting digital literacy, fostering positive digital identities, and leveraging technology to enhance teaching effectiveness and student engagement.Moving forward, efforts to facilitate

Figure 1 .
Figure 1.Model Results Source: Data processed by Researchers, 2024

Table 2 .
Measurement Model

Table 3 .
Model Fit Results Test