International Journal of Research in STEM Education (IJRSE) Vol. 2, No. 1, Issue, pp. 13-25 DOI: https://doi.org/10.31098/ijrse.v2i1.187 ISSN 2721-3242 (Print), ISSN 2721-2904 (Online) Article History: Received (April 15 th , 2020); Accepted (May 5 th , 2020); Published (May 29 th , 2020). Using Facebook Group as a Blended Learning Medium in Teaching Cross-Cultural Understanding in Islamic Higher Education Nafan Tarihoran UIN Sultan Maulana Hasanuddin Banten, Indonesia nafan.tarihoran@uinbanten.ac.id Abstract This study aimed to investigate how social media, in this case, a Facebook group as Blended learning incorporated in teaching at Islamic Higher Education in Indonesia. Sixty-five EFL students participated in this study. The content of cross-cultural and responses in this closed group was analyzed to identify the patterns of interaction, and their responses to e-journaling through a Facebook group. The findings revealed that the students responded positively to this activity and promote the student's sense of the uniqueness of his own culture as a positive value and enables the students to accept the uniqueness of the other cultures. The power of sharing and learning from other students encourages understanding and appreciation of other cultures. Keywords: Blended learning, Cross-cultural understanding, English Foreign Language, Facebook group, Social Media Site (SoMes) This is an open access article under the CC–BY-NC license. INTRODUCTION Technology is becoming increasingly important in both our personal and professional lives, and students are using technology more and more. Dawn Wilson stated that today’s students use instant messaging, texting, Instagram, Snapchat, YouTube, Vine, and many other digital tools to consume, create, and share digital media products with family, friends, acquaintances, and sometimes even strangers (Wilson et al., 2016). This phenomenon is one of the 21st-century trends in education. Kilbane, C. R., & Milman, N. B., (2013) conveyed that the digital technologies, access to information, globalization, equity, and accountability are five great trends are influencing education in the 21st-century. These trends influence indirectly on students, teachers, and their environment. Technology in language teaching is not new. As today's students must function in the world of tomorrow, committed 21st-century teachers should acknowledge the influence of these trends toward instruction. A teacher also needs to recognize that engaging with these shifts in the instruction context requires approaching their profession as an educator (Kilbane & Milman, 2013), and it is pointed by Smaldino (Smaldino et al., 2008), the drift for today’s instructors may be a move from