Writing Literacy Motivation and Habits and Their Relations With Learning Technology Among Students in Rural Indonesian Schools
DOI:
https://doi.org/10.17507/jltr.1604.25Keywords:
habit and behavior, learning technology, rural school, students, writing literacyAbstract
Technology learning has become an integral part of contemporary education and has a significant impact on students' writing literacy motivation. This study aims to review the level of motivation for writing literacy in Public Junior High Schools (SMPN) in rural areas of Indonesia. In addition, this study aims to review the relationship between learning technology and students' writing habits. This study uses a quantitative approach with an online survey data collection technique using the Qualtrics system. The analysis technique used in this study is the Structural Equation Model-Partial Least Square (SEM-PLS). The test results showed that learning technology had a significant influence on writing literacy with a path coefficient of 0.798. This shows that mastery of learning technology provides a positive boost to students' motivation to write. Learning technology on habits and behavior also has a significant direction with a path coefficient of 0.798. The use of technology has increased students' motivation for writing literacy because of the easy access to the necessary resources. Learners feel more motivated to explore new topics and ideas and offer opportunities to express themselves through writing. For further development, several recommendations were put forward to deepen understanding and improve the quality of students' digital literacy. The government can design a digital literacy curriculum that focuses on developing a student writing practice platform. In addition, there needs to be an equal distribution of adequate access to technology and digital learning tools to reach all regions, including rural areas, so that there is no gap in writing literacy and digital literacy skills.
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