Short-Video Learning and Beginner Programming Education: A Netnographic Study of Python Learning on TikTok in Indonesia

Abstract

This study aims to analyze the engagement of beginner users in learning Python through short-video microlearning on the TikTok platform in Indonesia. The study used a qualitative approach with digital netnography methods to understand learning practices, social interactions, and digital community dynamics within the TikTok ecosystem. The results show that TikTok has developed into a digital pedagogical space that supports flexible, interactive, and community-based programming learning. User engagement is formed through four main dimensions: cognitive engagement, emotional engagement, behavioral engagement, and social engagement. Cognitive engagement is evident in user activities in understanding Python syntax, debugging, and coding logic. Emotional engagement emerges through learning motivation, enthusiasm, and frustration in the coding learning process. Behavioral engagement is evident through self-learning activities such as saving videos, requesting material playlists, and trying out coding practices directly. Meanwhile, social engagement develops through collaborative learning, peer feedback, and community discussions in TikTok's comment section. This study concludes that short-video microlearning on TikTok can lower the entry barrier to programming learning for beginners while simultaneously fostering social learning practices based on digital communities. The research findings contribute to the development of digital microlearning studies, beginner programming education, and social media-based digital pedagogy.