Tiktok-Based Exposure to Ternate Local Cultural Content Versus Conventional Cultural Learning: Cultural Identity and Digital Participation Among Generation Z in Ternate City
Keywords:
Ternate local culture; TikTok; Generation Z; cultural identity; digital participationAbstract
This study compares exposure to TikTok-based Ternate local cultural content with conventional cultural learning in relation to the cultural identity and digital participation of Generation Z in Ternate City. The article adopts a comparative quantitative design with qualitative reinforcement and presents a field-ready analytical framework illustrated through a simulated dataset of 120 respondents because primary field data have not yet been collected. Outcomes include cultural identity, cultural knowledge, preservation intentions, and digital participation. The simulation indicates higher mean scores for the TikTok-exposure group across all four outcomes, with the largest differences in digital participation and cultural identity. Nevertheless, the comparatively smaller gap in cultural knowledge suggests that short-form video is better positioned as an affective and participatory entry point than as a substitute for historically grounded learning. The study therefore proposes a hybrid cultural learning model that connects TikTok-based awareness, exploration, and creation with classroom discussion, cultural-site engagement, source validation, and critical reflection. The framework offers practical guidance for educators, cultural communities, local government, and content creators seeking to strengthen culturally responsible digital participation among young people in Ternate.
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