Microlearning Factors to Impact the Digital Literacy Capabilities in the TikTok Application

In today’s digital era, microlearning has emerged as a transformative educational method. Social media platforms such as TikTok are also used as intended microlearning, where various information is delivered in a short and engaging format, either audio or video. This research intends to explore the various microlearning factors in the TikTok application, such as Content, Duration, Flexibility, and Engagement, in increasing the Digital Literacy Skills of its users. This study uses a Quantitative Method with the Extended Technology Acceptance Model (TAM). This study applies the Krejcie-Morgan formula for data collection by distributing questionnaires online, resulting in a sample size of 400 respondents. The results of the validity and reliability tests on the data show that all existing variables are declared valid and reliable. The analysis reveals that Cronbach’s Alpha (CA) exceeds 0.7 and the Average Variance Extracted (AVE) exceeds 0.5. Based on the Structured Equation Modelling (SEM) analysis on SmartPLS software, results showed that micro-learning factors, including Content (C), Duration (D), Flexibility (F), and Engagement (E), had a significant impact on the Digital Literacy Capabilities (DLC) of its users. The T Statistic value exceeds the $95 \%$ confidence level (1.96), indicating statistical significance. This study shows that users of the TikTok application highly value concise and engaging audio and visual content. Then, when users use the application, Flexibility and Engagement make the TikTok application a micro-learning tool for all its users. This research aims to facilitate the effective utilization of digital platform content to enhance digital literacy skills and to support the design of relevant learning materials for individuals engaged in the current and future digital era.