PENGARUH TEKNOLOGI (APLIKASI BACAAN) TERHADAP MINAT BACA SISWA KELAS IV DI MI BAITURRAHMAN TELUK KUANTAN

Abstrak

Latar belakang penelitian disini mengungkapkan jika kemajuan didalam teknologi informasi juga komunikasi telah memengaruhi kebiasaan membaca siswa. Di satu sisi, kemajuan teknologi digital mempermudah akses ke berbagai jenis bacaan, tetapi di sisi lain juga bisa menjadi gangguan dimana menurunkan minat baca. Penelitian disini bertujuan guna mengeksplorasi dampak penggunaan teknologi (aplikasi bacaan) diMI Baiturrahman Teluk Kuantan. Metode dimana diaplikasikan didalam penelitian disini ialah kuantitatif asosiatif lewat jumlah responden sebanyak 68 orang. Data dikumpulkan mengaplikasikan angket guna instrumen penelitian. Temuan penelitian menampakkan jika teknologi (aplikasi bacaan) berpengaruh signifikan terhadap minat baca siswa kelas IV MI Baiturrahman. Uji hipotesis menampakkan nilai t hitung senilai 11,404, dimana lebih besar dibandingkan lewat t tabel ditingkat signifikans 5% (α = 0,05), hingga hipotesis alternatif (Ha) diterima. Temuan disini selaras lewat penelitian sebelumnya dimana di lakukan oleh Siroj et al. (2022), dimana menemukan jika teknologi mempunyai hubungan dimana kuat lewat minat baca, lewat nilai koefisien korelasi (R) senilai 0,795 atau 79,5%. Oleh sebab itu, bisa disimpulkan jika teknologi memberikan kontribusi dimana signifikan didalam menaikkan minat baca siswa.

The background of this study reveals that developments students' reading habits. While digital technologies facilitate convenient access to a wide array of reading materials, they may also act as a distraction that dimdisinishes reading motivation. This research aims to examine the influence of technology (specifically reading applications) on the reading interest of fourth-grade students at MI Baiturrahman Teluk Kuantan. Employing an associative quantitative approach, the study involved 68 participants. Data were gathered using a questionnaire as the primary tool. The findings indicated that technology, particularly reading applications, had a noteworthy effect on the reading interest of the students. Hypothesis testing revealed a calculated t-value of 11.404, surpassing the critical t-value at a 5% significance level (α = 0.05), thus supporting the alternative hypothesis (Ha). These results align with prior research by Siroj et al. (2022), which demonstrated a robust relationship between technology and reading interest, with a correlation coefficient (R) of 0.795 or 79.5%. Consequently, it can be concluded that technology plays a crucial role in significantly enhancing students' reading interest.