Balancing Metrics and Meaning: Local Editors' Lived Experiences in Algorithm-Driven Newsrooms

Main Article Content

Purnomo Sidiq

Abstract

In the current era of digital journalism, editorial decisions are increasingly influenced by algorithmic metrics and platform engagement standards. This study investigates how local online news editors in Indonesia interpret and navigate these digital pressures in their professional routines.


Using an Interpretative Phenomenological Analysis (IPA) approach, this research involved in-depth, semi-structured interviews with eight purposively selected local online news editors from various Indonesian provinces. Interviews were conducted face-to-face or via secure video conferencing, each lasting between 60 and 90 minutes, and were audio-recorded and transcribed verbatim for thematic analysis.


Three major experiential themes emerged: (1) the struggle to maintain journalistic ideals in the face of click-driven imperatives, (2) the evolving notion of newsworthiness shaped by platform logic, and (3) the emotional and ethical dissonance editors experience, leading to fragmented professional identities. Rather than succumbing passively to algorithmic control, editors actively negotiate these pressures—balancing survival strategies with personal and professional values. Their narratives reveal a deep engagement with ethical dilemmas, emotional strain, and adaptive decision-making processes.


The study contributes to journalism scholarship by highlighting the internal, often invisible dimensions of editorial labor that go beyond observable newsroom behavior. It also underscores the urgent need for editorial support systems, ethical guidelines, and institutional policies that acknowledge the human cost of digital media transformation. These insights provide a foundation for future research into editorial subjectivity and professional identity in an algorithm-driven media ecosystem.

Article Details

Section

Articles

References

Adams, A. D. (2023). Werewolf on campus: A case study in inoculation theory and gamified one-shot library instruction. Public Services Quarterly, 19(4), 255–272. Scopus. https://doi.org/10.1080/15228959.2023.2252322

Albaladejo-Ortega, S., Hernández-Pérez, J. F., & Pérez-Escolar, M. (2024). Playing with truth: Newsgames as a sustainable literacy tool for verification. Revista Mediterranea de Comunicacion, 15(2). Scopus. https://doi.org/10.14198/MEDCOM.26757

Allen, J. K., Griffin, R. A., & Mindrila, D. (2022). Discerning (Dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14(3), 1–16. Scopus. https://doi.org/10.23860/JMLE-2022-14-3-1

Austin, E. W., Austin, B. W., Borah, P., Domgaard, S., & McPherson, S. M. (2023). How Media Literacy, Trust of Experts and Flu Vaccine Behaviors Associated with COVID-19 Vaccine Intentions. American Journal of Health Promotion, 37(4), 464–470. Scopus. https://doi.org/10.1177/08901171221132750

Barbaro, A., Amicarella, S. E., Ferrari, P., Sorcini, I., & Zedda, M. (2022). Embedded librarians: An innovative experience in health and wellness communication. Health Information and Libraries Journal, 39(2), 194–197. Scopus. https://doi.org/10.1111/hir.12410

Blanco-Castilla, E., Fernández-Torres, M.-J., & Cano-Galindo, J. (2022). Disinformation and hate speech toward female sports journalists. Profesional de la Informacion, 31(6). Scopus. https://doi.org/10.3145/epi.2022.nov.13

Carr, P. R., Cuervo Sanchez, S. L., & Daros, M. A. (2020). Citizen Engagement in the Contemporary Era of Fake News: Hegemonic Distraction or Control of the Social Media Context? Postdigital Science and Education, 2(1), 39–60. Scopus. https://doi.org/10.1007/s42438-019-00052-z

Cooper, T. (2019). Calling out ‘alternative facts’: Curriculum to develop students’ capacity to engage critically with contradictory sources. Teaching in Higher Education, 24(3), 444–459. Scopus. https://doi.org/10.1080/13562517.2019.1566220

Diepeveen, S., & Pinet, M. (2022). User perspectives on digital literacy as a response to misinformation. Development Policy Review, 40(S2). Scopus. https://doi.org/10.1111/dpr.12671

Dunleavy, V. O., Ahn, R. J., Grace, L. D., & Mayo, D. (2024). Acceptability and Feasibility of “Latinos Unidos”: A Microgame Resource Combatting Health Misinformation for Latinos Living with HIV. Journal of Health Communication, 29(5), 307–318. Scopus. https://doi.org/10.1080/10810730.2024.2339238

Foà, C., Couraceiro, P., & Pinto-Martinho, A. (2024). Decoding algorithmic literacy among journalistsMethodological tool design and validationfor preliminary study in the Portuguese context. Observatorio, 83–106. Scopus. https://doi.org/10.15847/obsOBS18520242433

Frau-Meigs, D. (2024). Algorithm Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations. Digital, 4(2), 512–528. Scopus. https://doi.org/10.3390/digital4020026

Grotlüschen, A., Dutz, G., & Skowranek, K. (2024). Writing with artificial intelligence? Ad-hoc-survey findings raise awareness for critical literacy at the International Literacy Day. International Journal of Lifelong Education, 43(4), 371–384. Scopus. https://doi.org/10.1080/02601370.2024.2349657

Jamil, S., & Alazrak, N. (2023). Media and Information Literacy Education: Exploring the gaps in curriculum development at the Egyptian universities. World of Media, 2023(3), 5–24. Scopus. https://doi.org/10.30547/worldofmedia.3.2023.1

Kresin, S., Kremer, K., Nehring, A., & Büssing, A. G. (2025). Students’ awareness and conceptions of science-related communication mechanisms on social media. Journal of Research in Science Teaching, 62(3), 756–791. Scopus. https://doi.org/10.1002/tea.21973