Determinants of University Students' Reading Literacy: The Roles of Digital Literacy, Academic Engagement, and Demographic Factors

Muhammad Iqbal; Bambang Robiin; Agus Jayadi; Rila Hardiansyah; Ahmad Muslim

doi:10.56741/IISTR.jpes.001865

Authors

Muhammad Iqbal
muhammadiqbal@undikma.ac.id
Mandalika University of Education https://orcid.org/0000-0003-1743-2486
Bambang Robiin Universitas Ahmad Dahlan
Agus Jayadi Mandalika University of Education https://orcid.org/0009-0005-8218-8346
Rila Hardiansyah Mandalika University of Education
Ahmad Muslim Mandalika University of Education

Keywords:

Academic Engagement, Demographic Factors, Digital Literacy, Reading Literacy, University Students

Abstract

Reading literacy is a fundamental competency for university students, particularly those in teacher education programs who will be responsible for developing literacy skills in future generations. This study investigated the determinants of reading literacy among 185 university students at the Faculty of Education and Psychology, Universitas Pendidikan Mandalika, Indonesia. Using a quantitative explanatory survey design, hierarchical multiple regression analysis was employed to examine the effects of demographic variables (gender, GPA, semester, and study program), academic engagement, and digital literacy on reading literacy. The results revealed that demographic variables collectively explained 12.4% of the variance in reading literacy (p = .001), with gender and study program emerging as significant predictors. The addition of digital literacy and academic engagement increased the explained variance by 5.5% (p = .003), with digital literacy being the strongest predictor (β = .247, p = .001). Interestingly, academic engagement did not significantly predict reading literacy when controlling for other variables. Moderation analysis indicated that demographic variables did not moderate the relationships between digital literacy or academic engagement and reading literacy (ΔR² = .021, p = .615), suggesting that the benefits of digital literacy on reading skills is consistent across demographic groups. These findings highlight the importance of integrating digital literacy development into teacher education curricula and suggest that interventions to enhance reading literacy should prioritize digital competencies regardless of students' demographic backgrounds.

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Author Biographies

Muhammad Iqbal, Mandalika University of Education

is a lecturer at the Faculty of Education and Psychology, Universitas Pendidikan Mandalika, Indonesia. He specializes in Educational Research and Evaluation, with academic training from Yogyakarta State University (Master’s) and Jakarta State University (Doctorate). He teaches courses in research methodology and statistics. In addition, he actively serves as an assessor and instructor for BAN PDM in West Nusa Tenggara Province. His work focuses on improving research quality and evaluation practices in education. (email: muhammadiqbal@undikma.ac.id).

Bambang Robiin, Universitas Ahmad Dahlan

is a lecturer at Universitas Ahmad Dahlan, Yogyakarta, Indonesia. He specializes in information technology and information systems, with extensive experience in teaching, research, and community service. He has authored numerous books on IT-related topics and continues to contribute to the development of digital knowledge and innovation. His academic work focuses on the application of technology in education and society. He is also actively involved in community-based IT initiatives. (email: bambang.robiin@tif.uad.ac.id).

Agus Jayadi, Mandalika University of Education

is a lecturer and researcher in education and culture at Mandalika University of Education (UNDIKMA), Mataram, Indonesia. He earned his Master’s and Doctoral degrees in Educational Research and Evaluation from Jakarta State University. His research focuses on Indonesian education, cultural studies, and evaluation practices. He is also the founder and advisor of Balai Budaya Lendang Selaparang, promoting cultural preservation and education. Agus actively engages in research and community initiatives. (email: agusjayadi@undikma.ac.id).

Rila Hardiansyah, Mandalika University of Education

is a lecturer at the Faculty of Education and Psychology, Mandalika University of Education, Indonesia. His expertise lies in community empowerment, with a strong focus on advancing reading literacy through non-formal education. He is actively involved in research and advocacy aimed at improving literacy access and quality for diverse communities. His work emphasizes practical and community-based educational approaches. Rila contributes to various literacy development programs and initiatives. (email: rilahardiansyah@undikma.ac.id).

Ahmad Muslim, Mandalika University of Education

is a lecturer at the Faculty of Education and Psychology, Mandalika University of Education, Indonesia. His research focuses on reading literacy in non-formal education sectors, including NGOs and community-based initiatives. His work is driven by a commitment to civil society advocacy and improving educational access for underserved populations. He actively engages in research and community development projects related to literacy. Ahmad contributes to strengthening literacy movements in Indonesia. (email: ahmadmuslim@undikma.ac.id).

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