UNIVERSITY STUDENTS’ READING HABITS AND ONLINE LITERACY PRACTICES IN AN INDONESIAN ISLAMIC HIGHER EDUCATION CONTEXT

Abstract

Digital technologies have transformed the location and manner of reading as well as broadened students' access to reading resources. Digital access, nevertheless, does not always result in critical or long-lasting reading. Little information covers reading preferences, online activity, and reported support for reading-habit development in Indonesian Islamic higher education. This study looked at students' reading patterns across print and digital resources, their online content and activity, and elements felt to help to develop reading habits. A cross-sectional quantitative descriptive study of 83 Raden Fatah State Islamic University, Indonesia Islamic Education Study Program undergraduate students were conducted. An organized questionnaire gathered the data and descriptive statistics in SPSS were used to examine it. Less often read were newspapers (M = 2.00, SD = 0.73) and periodicals (M = 2.30, SD = 0.79); online information was the most often read material (M = 3.80, SD = 0.83). Reviews of movies, food/nutrition facts, stories and books garnered the highest internet content mean (M = 3.70). Talking with friends was said by 97.5% of people. Facebook was the most often chosen first-click destination (44.6%). Reading materials and vocabulary development based on interest garnered the greatest support 98.7% each. Print and digital reading live side by side in many different social and informational online settings. The results show that deliberate material selection, sustained attention, critical reading, and source assessment should be used together with digital access. Future studies ought to use bigger samples, tested tools, longitudinal designs, and direct evaluations of critical literacy and digital reading comprehension.

Read More Abstract