HUBUNGAN ANTARA PENGGUNAAN GADGET DAN KEMAMPUAN LITERASI MEMBACA MAHASISWAA IAKN KUPANG

Abstrak

The rapid development of digital technology has brought significant changes to various aspects of life, including higher education. Gadgets such as smartphones, tablets, and laptops have become an inseparable part of students' daily activities. These devices provide numerous benefits, serving not only as communication tools but also as platforms for accessing information, storing data, and supporting learning processes. Through internet connectivity, students can easily access a wide range of digital learning resources, including e-books, academic journals, scholarly articles, and online learning platforms that contribute to the enhancement of their knowledge and literacy skills. On the other hand, excessive and uncontrolled use of gadgets may have negative effects on students' reading habits. When gadget use is predominantly directed toward entertainment activities such as social media, online gaming, and streaming services, it may reduce the time available for reading and academic pursuits. This situation can affect reading literacy skills, which are among the most essential competencies required in higher education. Reading literacy encompasses not only the ability to understand written texts but also the capacity to analyze, evaluate, and interpret information critically. Based on this phenomenon, this study aims to examine the relationship between gadget use and the reading literacy skills of students at the Indonesian Christian State Institute (IAKN) Kupang. The research employed a quantitative approach using a correlational research design to identify the degree of relationship between the two variables. The study sample consisted of IAKN Kupang students selected through purposive sampling based on predetermined criteria. Data on gadget use were collected through questionnaires, while reading literacy skills were measured using a reading literacy test designed to assess students' abilities to comprehend, interpret, and evaluate texts. The collected data were analyzed using the Pearson Product-Moment Correlation test to determine the strength and direction of the relationship between gadget use and students' reading literacy skills. The findings revealed a significant relationship between gadget use and the reading literacy skills of IAKN Kupang students. Students who utilized gadgets for academic purposes, such as reading digital books, accessing scientific journals, and searching for learning references, tended to demonstrate better reading literacy skills. In contrast, students whose gadget use was primarily focused on entertainment activities showed a tendency toward lower reading interest and less optimal reading literacy performance. These findings indicate that gadgets function not only as tools for communication and entertainment but also as effective instruments for enhancing reading literacy when used wisely and productively. Therefore, students, lecturers, and educational institutions should encourage the educational and constructive use of gadgets to support the development of literacy culture and improve the quality of learning in higher education.