The Relationship between Perception of Digital Learning Media and Digital Literacy Skills on Reading Comprehension among Junior High School Students in Jakarta

prof.herri mulyono ph.d, siti zulaiha, ph.d;

This study examines the relationship between students’ perceptions of digital learning media,
digital literacy skills, and reading comprehension among junior high school students in Jakarta.
Using a quantitative correlational design, data were collected from 236 Grade VIII students
through questionnaires and a reading comprehension test. The findings indicate that students
generally hold positive perceptions of digital learning media and report relatively high digital
literacy skills. However, students’ perceptions do not show a significant relationship with reading
comprehension (p = 0.125). In contrast, digital literacy skills demonstrate a significant but weak
positive correlation with reading comprehension (r = 0.226, p < 0.001). Regression analysis
further reveals that digital literacy has a significant partial effect, while perception does not.
Simultaneously, both variables significantly predict reading comprehension (p = 0.001), yet their
combined contribution is modest, explaining only 5.1% of the variance (Adjusted R² = 0.051).
These results suggest that digital literacy plays a more meaningful role in supporting reading
comprehension than favorable attitudes toward digital media. Nevertheless, the limited
explanatory power indicates that other factors, such as language proficiency, prior knowledge,
and instructional quality, exert stronger influence. The study contributes to EFL education by
providing empirical evidence from an urban Indonesian junior high school context, highlighting
that technology integration alone is insufficient without structured digital literacy instruction and
strong foundational language skills