CAFES AS SOCIAL AND LEARNING SPACES FOR UNIVERSITY STUDENTS IN THE MODERN ERA

Abstract

This study aims to examine the role of cafés as social and learning spaces for students focusing on patterns of use, café selection factors, academic and social activities, and learning concentration. This study employed a qualitative method with a descriptive approach. The research was conducted at Double Egg Café, Medan City. Data were collected through semi-structured interviews, direct observation, and documentation involving six informants, consisting of five university students from different institutions and one café employee as a supporting informant. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data trustworthiness was established through source triangulation, technique triangulation, and member checking. The findings indicate that students choose cafés based on comfort, a relaxed atmosphere, supportive facilities such as Wi-Fi, electrical outlets, tables, and comfortable seating, opportunities for social interaction, and habits. Academic activities include completing assignments, reading, searching for references, and group discussions, while non-academic activities include chatting, gathering, relaxing, using social media, and consuming food and beverages. These activities may occur simultaneously, demonstrating the flexible function of cafés as social and informal learning spaces. Café use has situational effects on learning concentration. A comfortable atmosphere can support focus, motivation, and reduce boredom, whereas noise, music, crowded conditions, and excessive social interaction can become distractions. The study concludes that cafés can function as third places that integrate students’ social and academic needs. However, their effectiveness depends on environmental conditions and students’ ability to manage social and academic activities. Future research should involve more informants and diverse settings.