Strategic issues on social media related to citizenship skills were Pancasila ideology, law enforcement, black campaign, politics of identity, conflict of diversity, national disintegration, terrorism, intolerance, spreading of hatred and hoaxes. The instruments used were interview guidelines, observation guidelines and documentation study guidelines. This study used the qualitative research method.
This study aimed at formulating the relevance and urgency of social media content with civics education learning material. This condition is real because (1) all students use social media and make it as a source of material/academic reference used in the learning process, including in civics education instruction (2) the content becoming an issue on social media is related to citizenship skills to differentiate, analyse philosophically, juridically, sociologically and historically, evaluate various information and opinions built on social media, determine attitudes as well as make decisions related to the developing issues (3) social media content that is not analysed in depth and comprehensively often provide the students with misconceptions, which even sometimes leads to ego-centrism, egoreligionism and ethnic prejudice (4) strategic issues developing on social media are contextual, with citizenship problems that must be understood by students, so they are able to become good citizens in accordance with the Indonesian constitution (5) the issues developing on social media are more attractive to students to be studied in lectures because they are applicative and not out of the learning outcomes of civics education and (6) reviewing the citizenship issues on social media according to the material familiarises the students to think critically, rationally and democratically in social life. McLoughlin and Lee (2007) describe social media as effective pedagogical tools which are appropriate for discovery and sharing of collaborative information. The students do not only use books, magazines, articles and printed media as sources of learning, but also use multiple sources, including social media (DestIana et al., 2013 Lasfeto & Ulfa, 2020 Suartama et al., 2019). The Management of the two institutions should provide strong internet connectivity in the colleges.
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Certainly, the research result could help guide the lecturers on developing an interest in technology and free themselves from technophobia. This paper recommends that seminars and conferences be organized and used frequently for lectures showing the advantages of the educational resources in YouTube video and how it can be used for academic purposes. Two research questions were answered, and two hypotheses were rejected. Interestedly and surprisingly, the research results revealed that most academics in the Ahmadu Bello University Zaria and Federal College of Education Zaria are using YouTube video technology for academic purposes and have agreed it could be used in the teaching/learning cycle.
For this study, lecturers in the Federal College of Education, Zaria, were selected as the research respondents using questionnaire and interview as the instruments for collecting data. The research examined lecturers' perception of YouTube technology usage for academic purposes for enhancing their teaching performance. Using the guidelines of Palladan (2020), and it also employed Saunders et al., (2009) sampling procures to govern the sample size for the research. The research is mixed method qualitative and quantitative in nature.
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