Students' Perceptions on the Digital Literacy and Writing Skills Using Local Indigenous Poem: Google Gemini Interactive Multimedia Approach
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| Title: | Students' Perceptions on the Digital Literacy and Writing Skills Using Local Indigenous Poem: Google Gemini Interactive Multimedia Approach |
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| Language: | English |
| Authors: | Arwan, Sri Suryaningsih, Ikra, Rahmatia Ardila, Mulyati, Indra |
| Source: | International Journal of Language Education. 2026 10(1):64-80. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Grade 11 |
| Descriptors: | Student Attitudes, Digital Literacy, Writing Skills, Poetry, Indigenous Populations, Electronic Learning, High School Students, Language Teachers, Foreign Countries, Writing Instruction, Interaction, Multilingual Materials, Artificial Intelligence, Teacher Attitudes, Indonesian, Public Schools, Grade 10, Grade 11, Culturally Relevant Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | This study aims to explore students' perceptions of digital literacy and writing skills using an interactive multimedia platform based on Kapatu Mbojo local literature, integrated with Google Gemini. Grounded in multimedia learning theory, which emphasizes integrating text, visuals, and audio to enhance instructional effectiveness, this research involved 143 high school students and 6 Indonesian language teachers from two schools in Bima Regency, Indonesia. The findings reveal that most students responded positively across five key aspects: digital literacy, ease of using Google Gemini, improvement in writing skills, interest in local culture, and an overall enjoyable learning experience. The use of this media significantly improved students' writing scores, as evidenced by notable gains from pre-test to post-test. Additionally, students reported increased motivation and autonomy in writing, which was supported by real-time feedback from Google Gemini. The study suggests that integrating artificial intelligence and local culture into instructional media can simultaneously enhance digital literacy and writing competence. It is recommended that similar interactive multimedia tools be developed and implemented across various educational contexts, alongside teacher training programs to maximize the pedagogical benefits of AI-driven, contextually relevant learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506199 |
| Database: | ERIC |
| Abstract: | This study aims to explore students' perceptions of digital literacy and writing skills using an interactive multimedia platform based on Kapatu Mbojo local literature, integrated with Google Gemini. Grounded in multimedia learning theory, which emphasizes integrating text, visuals, and audio to enhance instructional effectiveness, this research involved 143 high school students and 6 Indonesian language teachers from two schools in Bima Regency, Indonesia. The findings reveal that most students responded positively across five key aspects: digital literacy, ease of using Google Gemini, improvement in writing skills, interest in local culture, and an overall enjoyable learning experience. The use of this media significantly improved students' writing scores, as evidenced by notable gains from pre-test to post-test. Additionally, students reported increased motivation and autonomy in writing, which was supported by real-time feedback from Google Gemini. The study suggests that integrating artificial intelligence and local culture into instructional media can simultaneously enhance digital literacy and writing competence. It is recommended that similar interactive multimedia tools be developed and implemented across various educational contexts, alongside teacher training programs to maximize the pedagogical benefits of AI-driven, contextually relevant learning. |
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| ISSN: | 2548-8457 2548-8465 |
