Digital Media in Indonesian Language Learning: Teachers’ Practices, Students’ Responses, and Implementation Challenges

Nopri Ani; Arwindi Safitri; Siti Fauziah

doi:10.55215/pedagonal.v10i2.75

Authors

Nopri Ani Universitas Muhammadiyah Kotabumi
Arwindi Safitri Universitas Muhammadiyah Kotabumi
Siti Fauziah Universitas Muhammadiyah Kotabumi

DOI:

https://doi.org/10.55215/pedagonal.v10i2.75

Keywords:

Digital Media, Indonesian language learning, Teachers’ Practices, Students’ Responses, Implementation Challenges

Abstract

Digital technology has transformed Indonesian language learning in schools, but its classroom use depends on how teachers apply it, how students respond to it, and the obstacles schools face. This qualitative descriptive study examined teachers’ practices, students’ responses, and implementation challenges related to digital media in Indonesian language learning at the junior high school level. Data were collected through in-depth interviews with an Indonesian language teacher and open-ended questionnaires completed by 32 students and were analyzed through data reduction, data display, and conclusion drawing. Regarding teachers’ practices, the teacher integrated PowerPoint, instructional videos, Canva, Google Classroom, WhatsApp, laptops, projectors, and smartphones and selected them according to the characteristics of the material. Regarding students’ responses, students reported that digital media made the material easier to understand and increased their learning interest, activeness, intrinsic motivation, and confidence. Regarding implementation challenges, unstable internet connections, limited supporting devices, and uneven digital literacy hindered optimal use, which the teacher addressed by adapting media, limiting data-intensive applications, and rotating school devices. These findings suggest that teachers’ digital competence and school support for infrastructure and training are needed to optimize digital media in Indonesian language learning.

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