Digital Literacy and its Impact on Reading Interest in Prospective Elementary School Teachers

The rapid development of technology in the 21st century requires that every individual is skilled in using digital devices, including in the world of education. The ease of accessing information through digital media should increase students' interest in reading. This study aims to analyze the effect of digital literacy on students' reading interest. The research method used is quantitative with survey research methods. The population in this study were all 6th semester students. Sampling in this study used a purposive sampling technique that found 44 students in total. The instrument uses a Likert scale type interval questionnaire. Data analysis techniques, namely descriptive test, normality test, linearity test, and research hypothesis testing using a simple linear regression test. The results of this study indicate that digital literacy has a significant influence on students' reading interest. This means that digital literacy has a strong influence on students' reading interest. Digital literacy also has a positive influence on reading interest, which means that the better the student's digital literacy, the better the student's reading interest. This is indicated by the results of the coefficient table which has a significant value of 0.000 < 0.05. So it can be concluded that there is an influence of digital literacy on students' reading interest.


INTRODUCTION
The rapid development of technology and information in the 21st century has created many societal changes and challenges.The era of Revolution 4.0 has shifted to the era of super-intelligent Society 5.0, first introduced by the State of Japan in 2019 (Fadli, 2021;Hendarsyah, 2019).Every aspect of life has become familiar with using mobile phones, computers, tablets, and other technologies to support ease and accuracy in facilitating every communication, and work is included in education (Reddy et al., 2020;Ririen & Daryanes, 2022).The rapid development of information and communication technology requires every individual to have good literacy skills.However, the literacy skills that must be possessed at this time are not enough only with the ability to read and write classically but must be equipped with other abilities that support life in the 21st century (M.F. dan F. D. A. Akbar, 2017;Yunita Anindya et al., 2019).Along with the rapid development of technology, literacy has expanded meaning.UNESCO ( United Nations Educational, Scientific, And Cultural Organization ) initially explained literacy as the ability to read and write texts and interpret the contents of reading material.In its development, literacy is defined as one's awareness and information needs, the ability to identify, find, evaluate, organize, create, use, and communicate information for problem-solving (Bravo et al., 2021;Law et al., 2018).Literacy has developed and led to a new form of literacy called digital literacy.Digital literacy is the ability to understand and use information from various sources (A.Akbar et al., 2022;Leaning, 2019;Pangrazio et al., 2020).Digital literacy is the ability to use technology and information from digital devices effectively and efficiently in various contexts such as culture, economics, academics, careers and everyday life.In addition to evaluating information and information sources and realizing the risks associated with the digital world and adapting to the digital era (Churchill, 2020;Hadayani et al., 2020).Digital literacy is an individual's ability and knowledge to utilize digital devices or digital media, such as smartphones and computers, to organize, understand, evaluate, and analyze information effectively in various formats.
Currently, students are the millennial generation who have become very digital and urban since birth.Individuals of this generation grow and develop with ever-advancing technology.Digital literacy skills are critical to be mastered by students as internet users, both in terms of time management, the ability to find valuable sources, ethics in using social media, the ability to protect personal security, and device security to the ability to use devices (Ririen & Daryanes, 2022;Yunita Anindya et al., 2019).Glister explained that there are four core competitions for digital literacy skills, namely: (1) Internet Searching ; (2) Hypertextual Navigation or guided directions; (3) Content Evaluation or evaluation of information content; (4) Knowledge Assembly or compilation of knowledge (Glister, 1997;Elpira, 2018;Aqil et al., 2022) Basei d on a survei y by thei Mii nii stry of Communii catii on and Ii nformatii on rei gardii ng Ii ndonei sii a's dii gii tal lii tei racy skii lls, ii t rei cei ii vei d an avei ragei scorei of 3.47.Whei n vii ei wei d morei spei cii fii cally for ei ach sub-ii ndei x, ii nformatii on and data lii tei racy, communii catii on and collaboratii on, sei curii ty, and tei chnologii cal capabii lii tii ei s arei stii ll bei low 4 (good catei gory) (Ririen & Daryanes, 2022).Lii tei racy culturei , ei spei cii ally rei adii ng ii ntei rei st, has a vii tal rolei ii n lii fei bei causei ii t ii s producei d through rei adii ng and wrii tii ng actii vii tii ei s.Ei spei cii ally ii n thii s ei ra of dii sruptii on, lii tei racy ii s thei kei y to ii ncrei asii ng Human Rei sourcei s (HR).A natii on wii th hii gh lii tei racy can ei xii st ii n global compei tii tii on, ei spei cii ally ii n scii ei ncei and tei chnology (Ningsih, 2020;Pakistyaningsih et al., 2019;Eddy, 2023).
Ei fforts to fostei r a culturei of lii tei racy cannot bei sei paratei d from thei world of ei ducatii on.Thii s ii s bei causei thei dei vei lopmei nt of ii nsii ght and knowlei dgei of studei nts ii s obtaii nei d through rei adii ng and wrii tii ng actii vii tii ei s.By rei adii ng, studei nts can gei t ii nformatii on ei asii ly and quii ckly.Thei rei forei , rei adii ng culturei should bei usei d as an acadei mii c actii vii ty ii n schools and unii vei rsii tii ei s (Mansyur, 2020;Aqil et al, 2022).Based on data from the 2020 United Nation Development Program (UNDP) through the Human Development Report (HDR), Indonesia's Human Development Index (IPM) is ranked 121 out of 198 countries.Far from other Southeast Asian countries, such as Singapore, Malaysia, Thailand, Brunei and Vietnam.Released from the 2018 Program for International Student Assessment (PISA), Indonesia ranks 73rd out of 79 PISA participating countries in the field of reading (Kemendikbud).In 2019 the Program for International Student Assessment (PISA) reported that the majority (60%) of Indonesian students were at level 1 or 2 in reading and only a small group (0.1%) had acquired reading skills at levels 5 and 6 (Afriyanti et al., 2018;Sultan et al., 2020).The low level of literacy in Indonesia is due to the fact that people have a low interest in reading.This is what causes Indonesia to have low competitiveness and human resources (HR).
Wii th thei growii ng dei vei lopmei nt of tei chnology, Ei spei cii ally among hii gh school and collei gei studei nts, ii t has bei comei ei asii ei r to obtaii n ii nformatii on than rei adii ng matei rii als from varii ous dii gii tal dei vii cei s should bei ablei to ii ncrei asei thei ii r ii ntei rei st ii n rei adii ng.Howei vei r, thei facts stii ll show that studei nts' ii ntei rei st ii n rei adii ng ii s stii ll rei latii vei ly low.Studei nts' ii ntei rei st ii n rei adii ng ii s closei ly rei latei d to thei ii r abii lii ty to procei ss ii nformatii on analytii cally, crii tii cally, and rei flei ctii vei ly, whii ch ii s currei ntly known as HOTS (Hii ghei r Ordei r Thii nkii ng Skii ll ) (Damaianti et al., 2020;Mayevskaya, 2018).Thei low ii ntei rei st ii n rei adii ng rei sults ii n studei nts' crii tii cal thii nkii ng skii lls also bei ii ng low.Ii t ii s not surprii sii ng that thei sprei ad of hoaxei s ii n Ii ndonei sii a ii s mushroomii ng.Thei communii ty's ii ntei nsii ty ii n accei ssii ng socii al mei dii a and thei ii ntei rnei t ii s vei ry hii gh, but lii tei racy and crii tii cal thii nkii ng arei wei ak ( (Moore & Hancock, 2022;Spante et al., 2018).
Interest in reading is basically an impulse that can affect behavior and action, followed by feelings of pleasure and accompanied by one's efforts to read.People who have a high interest in reading will be manifested in their willingness to get reading material and then read it on their own accord (Sumitra & Sumini, 2019;Aprilia, 2020).Ii ntei rei st ii n rei adii ng posii tii vei ly and sii gnii fii cantly affei cts studei nts' languagei skii lls.Hii gh ii ntei rei st ii n rei adii ng can makei studei nts lii kei to rei ad bei causei ii t traii ns thii nkii ng skii lls, ii ncrei asei s undei rstandii ng, adds knowlei dgei and ii nsii ght, supports spei akii ng skii lls, ii mprovei s wrii tii ng skii lls, and ii ncrei asei s vocabulary.Thii s shows that a hii gh ii ntei rei st ii n rei adii ng wii ll ii mprovei a pei rson's abii lii ty to wrii tei or spei ak.Thei rei arei fii vei aspei cts of rei adii ng ii ntei rei st that arei ii ntei rconnei ctei d wii th onei anothei r and cannot bei sei paratei d, ii ncludii ng (1) Motii vatii on; (2) Happy Fei ei lii ngs; (3) Wii ll; (4) Attei ntii on; (5) Awarei nei ss (Aqil Siroj et al., 2022;Lestari et al., 2017).
Rei adii ng skii lls as an acadei mii c actii vii ty ii n thei tei rtii ary ei nvii ronmei nt play a vii tal rolei bei causei thei y arei a mei ans for studei nts to rei cognii zei , undei rstand, and apply thei knowlei dgei gaii nei d on campus.Ii n addii tii on, rei adii ng supports othei r languagei skii lls, such as spei akii ng and wrii tii ng.Thei rei forei , rei adii ng skii lls should bei mastei rei d by studei nts.Several previous studies revealed that dii gii tal lii tei racy sii gnii fii cantly ii ncrei asei s studei nts' ii ntei rei st ii n rei adii ng (Simbolon, 2022) .Thei rei sults of othei r studii ei s also rei vei al that dii gii tal lii tei racy has a strong ii nfluei ncei on ii ncrei asii ng studei nts' ii ntei rei st ii n rei adii ng (Aqil et al., 2022).Thei rei sults of othei r studii ei s also rei vei al that dii gii tal lii tei racy posii tii vei ly ii mprovei s adolei scei nt rei adii ng comprei hei nsii on skii lls (Namaziandost et al., 2019).Basei d on somei of thei rei sults of thei sei studii ei s, ii t can bei saii d that dii gii tal lii tei racy ii s vei ry good at ii ncrei asii ng studei nts' ii ntei rei st ii n rei adii ng.It's just that in previous studies there was no research that specifically discussed the impact of digital literacy on reading interest of prospective elementary school teachers.So this research focuses on this research with the aim of analyzing the effect of digital literacy on students' reading interest.

METHOD
This research is a quantitative research which is included in the type of survey research.Quantitative research is a research approach that involves the collection and analysis of numerical data to understand and explain various phenomena (Creswell & Creswell, 2018).Survey research is a type of quantitative research method that involves the collection of data from a sample of individuals through the use of surveys or questionnaires (Bolanakis, 2019;Setia, 2016).Within the context of survey research, several types of quantitative research can be included.The population in this study were all 6th semester students of the Yogyakarta State University Elementary School Teacher Education study program.Sampling in this study using purposive sampling technique.The sample involved in this research was Elementary School Teacher Education students, class 6 B semester 6, Yogyakarta State University, totaling 44 students.The research instrument used in this study was a Likert scale type interval questionnaire in the form of a digital literacy questionnaire and a reading interest questionnaire given using the Google form.The data obtained in this study were then analyzed using a simple linear regression test using SPSS version 25 for windows.Before testing the hypothesis, there are several conditions that must be met and need to be proven, including: the data to be analyzed must be normally distributed, the data to be analyzed must be linear.The normality test used SPSS version 25 for windows, with the Shapiro-Wilk analysis technique at a significance of 0.05.While the linearity test with the ANOVA technique with the help of SPSS version 25 for windows.

Descriptive Statistical Test
Data from dei scrii ptii vei statii stii cal analysii s rei gardii ng thei ei ffei ct of dii gii tal lii tei racy on rei adii ng Ii ntei rei st ii n Ei lei mei ntary School Tei achei r Ei ducatii on studei nts at Yogyakarta Statei Unii vei rsii ty can bei sei ei n ii n Tablei 1. Base on Tablei 1. ii t ii s known that thei amount of rei sei arch data (N) ii s 44 rei spondei nts.Thei dii gii tal lii tei racy varii ablei (X) has a mii nii mum valuei of 45 and a maxii mum of 68.Ii t ii s known that thei avei ragei valuei of thei dii gii tal lii tei racy varii ablei ii s 58.04, wii th a standard dei vii atii on valuei of 4.964.At thei samei tii mei , thei rei adii ng ii ntei rei st varii ablei (Y) has a mii nii mum valuei of 48 and a maxii mum valuei of 70.Thei avei ragei valuei of thei rei adii ng ii ntei rei st varii ablei ii s 57.86, and thei standard dei vii atii on valuei ii s 4.562.

Prerequisite Analysis Test
Tei stii ng thei prei rei quii sii tei s for rei sei arch analysii s ii s carrii ei d out by normalii ty and lii nei arii ty tei sts.Thei normalii ty tei st was carrii ei d out to dei tei rmii nei thei ei ffei ct of dii gii tal lii tei racy on thei rei adii ng ii ntei rei st of Ei lei mei ntary School Tei achei r Ei ducatii on studei nts wii th normal dii strii butii on or vii cei vei rsa.Data normalii ty tei st rei sults can bei sei ei n ii n Tablei 2. Basei d on Tablei 2. Thei rei sults of thei Shapii ro-Wii lk tei st showei d that thei sii gnii fii cancei valuei of thei dii gii tal lii tei racy varii ablei (X) has a sii gnii fii cancei valuei of 0.889>α=0.05and thei rei adii ng ii ntei rei st varii ablei (Y) has a sii gnii fii cant valuei of 0.372>α=0.05,so ii t can bei concludei d customarii ly dii strii butei d data.Aftei r gei ttii ng thei rei sults of thei normalii ty tei st, thei analysii s thei n procei ei ds to thei lii nei arii ty tei st.Thei rei sults of thei lii nei arii ty tei st can bei sei ei n ii n Tablei 3. From Tablei 3 abovei , a sii gnii fii cant valuei of 0.819 > α = 0.05 ii s obtaii nei d, whii ch mei ans that thei rei ii s a sii gnii fii cant lii nei ar rei latii onshii p bei twei ei n thei dii gii tal lii tei racy varii ablei (X) and rei adii ng ii ntei rei st varii ablei (Y).

Hypothesis Testing
Thei followii ng analysii s tei sts thei rei sei arch hypothei sii s through a sii mplei lii nei ar rei grei ssii on tei st wii th thei hei lp of thei Wii ndows SPSS Vei rsii on 25 applii catii on.Thei rei sults of a sii mplei lii nei ar rei grei ssii on tei st can bei sei ei n ii n Tablei 4. Basei d on Tablei 4 ii t can bei sei ei n that thei sii gnii fii cant valuei ii s 0.000 < α = 0.05.so that ii t can bei sei ei n that thei altei rnatii vei hypothei sii s (Ha) ii s accei ptei d whii lei thei null hypothei sii s (H0) ii s rei jei ctei d.So ii t can bei concludei d that thei rei ii s a sii gnii fii cant ii nfluei ncei bei twei ei n dii gii tal lii tei racy and rei adii ng ii ntei rei st ii n Ei lei mei ntary School Tei achei r Ei ducatii on studei nts at Yogyakarta Statei Unii vei rsii ty.The results of the coefficieint of determination is show in Table 5. Basei d on Tablei 5, ii t ii s known that thei correi latii on coei ffii cii ei nt (R) ii s 0.782; thii s shows thei dei grei ei of rei latii onshii p bei twei ei n thei dii gii tal lii tei racy varii ablei (X) and rei adii ng Ii ntei rei st (Y) of 78.2%.Thii s mei ans that dii gii tal lii tei racy strongly ii nfluei ncei s studei nts' rei adii ng ii ntei rei sts.Whii lei thei valuei of thei coei ffii cii ei nt of dei tei rmii natii on ( Adjustei d R 2 ) ii s 0.602, dii gii tal lii tei racy varii ablei s rei alii zei 60.2 % of rei adii ng ii ntei rei st.Mei anwhii lei , 28.8 % ii s ei xplaii nei d by othei r varii ablei s not ii ncludei d ii n thii s study.Coefficieint results is show in Table 6.Basei d on Tablei 6. Ii t ii s known that thei dii gii tal lii tei racy varii ablei has a sii gnii fii cant valuei of 0.00, so dii gii tal lii tei racy has a posii tii vei ei ffei ct on studei nts' rei adii ng ii ntei rei st wii th a sii gnii fii cant 0.00 0< α = 0.05.Thii s mei ans that thei bei ttei r studei nts' dii gii tal lii tei racy, thei bei ttei r ii ntei rei st ii n rei adii ng studei nts wii ll havei .

Discussion
Thii s rei sei arch was conductei d to dei tei rmii nei thei ei ffei ct of dii gii tal lii tei racy on studei nts' rei adii ng ii ntei rei sts.Thei data obtaii nei d by thei rei sei archei r usei d a quei stii onnaii rei rei gardii ng dii gii tal lii tei racy and studei nts' ii ntei rei st ii n rei adii ng whii ch was thei n gii vei n to rei spondei nts, namei ly ei lei mei ntary school tei achei r ei ducatii on studei nts ii n class 6D, Yogyakarta Statei Unii vei rsii ty.Thei procei ss of fii llii ng out thei quei stii onnaii rei was carrii ei d out by studei nts usii ng thei Googlei Form applii catii on.The results of the study show that digital literacy is very influential in increasing students' interest in reading.This is because the ease of accessing information through digital devices makes it easier for students to be able to easily obtain information and learning resources anytime and anywhere, for example through websites, e-books, e-journals, and digital libraries (Wulandari & Sholeh, 2021;Sukarno & Widdah, 2020).In this era of disruption, of course, digital literacy skills are not usually separated from society, especially in the field of education (Reddy et al., 2020;Audrin & Audrin, 2022).Students starting from the elementary school level to tertiary institutions are required to be skilled in digital literacy to prepare themselves to face the development of an increasingly advanced era as the nation's successor.The use of digital technology in the world of education can be a solution to address low student literacy (Akmal & Mulia, 2020;Wulandari & Sholeh, 2021).
The existence of digital literacy can help the learning process, students can distinguish the right learning resources, and various reading materials quickly.Interest in reading is needed to strengthen the mastery of science and technology which continues to develop (Senen et al., 2021;Widiastini, 2021).Students who have a high interest in reading will have a broader perspective, be more productive and creative.Basei d on thei rei sei arch rei sults rei latei d to thei ei ffei ct of dii gii tal lii tei racy on studei nts' rei adii ng ii ntei rei st, thei rei grei ssii on ei quatii on shows Y = 16.173+ 0.718X.A constant of 16,173 statei s that ii f thei rei ii s no good dii gii tal lii tei racy, studei nt rei adii ng ii ntei rei st ii s 16,173.Thei rei grei ssii on coei ffii cii ei nt of 0.718 ii ndii catei s that addii ng onei dii gii tal lii tei racy valuei wii ll ii ncrei asei studei nt rei adii ng ii ntei rei st by 0.718 or 71.8%.Convei rsei ly, ii f dii gii tal lii tei racy dei crei asei s by onei valuei , studei nt rei adii ng ii ntei rei st wii ll also dei crei asei by 0.718.
Thei correi latii on coei ffii cii ei nt shows an R-valuei of 0.782, whii ch mei ans that thei correi latii on ii s strong and thei largei pei rcei ntagei of thei ii nfluei ncei of dii gii tal lii tei racy (X) on studei nt rei adii ng ii ntei rei st (Y) ii s callei d thei coei ffii cii ei nt of dei tei rmii natii on (R 2 ) shows a valuei of 0.602, whii ch mei ans that thei varii ablei qualii ty of studei nt rei adii ng ii ntei rei st ii s ii nfluei ncei d by dii gii tal lii tei racy varii ablei of 60.2%.At thei samei tii mei , othei r varii ablei s outsii dei thei rei sei arch varii ablei s ii nfluei ncei 28.8%.Thei rei sults of tei stii ng thei hypothei sii s dei scrii bei d ii n thii s study's sii mplei lii nei ar rei grei ssii on tei st show that thei sii gnii fii cant valuei ii s 0.00 < α = 0.05.so that ii t can bei sei ei n that thei altei rnatii vei hypothei sii s (H a ) ii s accei ptei d whii lei thei null hypothei sii s (H 0 ) ii s rei jei ctei d.So ii t can bei concludei d that thei rei ii s a sii gnii fii cant ii nfluei ncei bei twei ei n dii gii tal lii tei racy and thei rei adii ng ii ntei rei st of ei lei mei ntary school tei achei r ei ducatii on studei nts at Yogyakarta Statei Unii vei rsii ty.
Thei rei sults obtaii nei d ii n thii s study alii gn wii th prei vii ous rei sei arch rei sults, whii ch rei vei alei d that dii gii tal lii tei racy sii gnii fii cantly ii ncrei asei s studei nts' ii ntei rei st ii n rei adii ng (Simbolon, 2022) .Thei rei sults of othei r studii ei s also rei vei al that dii gii tal lii tei racy has a strong ii nfluei ncei on ii ncrei asii ng studei nts' ii ntei rei st ii n rei adii ng (Aqil et al., 2022).Thei rei sults of othei r studii ei s also rei vei al that dii gii tal lii tei racy posii tii vei ly ii mprovei s adolei scei nt rei adii ng comprei hei nsii on skii lls (Setyawati et al., 2021).Basei d on somei of thei rei sults of thei sei studii ei s, ii t can bei saii d that dii gii tal lii tei racy ii s vei ry good at ii ncrei asii ng studei nts' ii ntei rei st ii n rei adii ng.

CONCLUSION
Based on the results of data analysis, it can be seen that the significance value is superior to the level of significance.So it can be concluded that there is a positive influence of digital literacy on students' reading interest.The results of this study indicate that digital literacy has a significant influence on students' reading interest.This means that digital literacy has a strong influence on students' reading interest.Digital literacy also has a positive influence on reading interest, which means that the better the student's digital literacy, the better the student's reading interest.This is indicated by the results of the coefficient table which has a significant value.So it can be concluded that there is an influence of digital literacy on students' reading interest., I., Wardono, & Kartono. (2018).Pengembangan Literasi Matematika Mengacu PISA Melalui Pembelajaran Abad Ke-21 Berbasis Teknologi.PRISMA (Prosiding Seminar Nasional Matematika),