EVALUASI KEMAMPUAN MEMBACA PEMAHAMAN TEKS DIGITAL MAHASISWA: KAJIAN PADA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA
DOI:
https://doi.org/10.22460/semantik.v14i2.p243-260Keywords:
Digital Literacy, Digital Reading, Evaluation, Reading ComprehensionAbstract
This study investigates the low level of digital text reading comprehension among students in the Indonesian Language and Literature Education Program. The research involved 117 students from four universities in West Java: Universitas Kuningan, Universitas Swadaya Gunung Jati Cirebon, IKIP Siliwangi Bandung, and STKIP Purwakarta. Using a quantitative descriptive approach, a test instrument measured four dimensions of comprehension: literal, inferential, critical, and creative. Results show that students’ overall performance was weak, with mean scores of 49 (literal), 64 (inferential), 56 (critical), and 35 (creative), yielding an average of 51 out of 100. The majority of students (62%) fell into the “poor” category, 28% “fair,” and 10% “good,” while none reached the “excellent” level. These findings indicate that students struggle particularly with critical and creative comprehension, reflecting broader challenges in navigating digital texts, selecting hyperlinks, and evaluating online information. The study emphasizes the urgent need to integrate digital literacy and metacognitive strategy training into reading curricula for teacher education programs to enhance students’ ability to comprehend and engage with digital texts.
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