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Demographic determinants of digital well-being among Indonesian library and information science students
(2026-06-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
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Morris, John
This study examined the level of digital well-being among Indonesian library and information science students, focusing on demographic factors including gender, age, residency (urban vs rural), geographic location, and grade point average (GPA). Digital well-being is critical in effectively supporting learning in Library and Information Science. This study was a sequential explanatory design. Students from more than 15 universities over multiple regions participated in this self-assessment survey (n = 900). Quantitative data collected through an online survey based on Jisc’s digital well-being scale were analyzed using descriptive statistics, t-tests, and ANOVA. Qualitative data from follow-up surveys to selected students were thematically analyzed (n = 30). Positive impacts of digital well-being were higher than the negative ones. Gender, age, geographic location, and GPA affected digital well-being; but there was no difference between residency settings. Generally positive overall digital well-being beliefs were found among the students, with variations in some demographic factors. This study underscores the importance of digital well-being in a digital world. Valuable insights into the effective use of a two-stage survey demographics are provided, aiming to facilitate students in realizing the full potential benefits of digital technology use.
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Effect of demographic factors on reading habits: Study on Indonesian secondary school students
(2025-09-01)
Prabowo, Thoriq Tri
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Marwiyah
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Zain, Labibah
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Martias, Lilih Deva
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Riani, Nur
This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.
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Fostering student digital wellbeing through digital storytelling integrated with peer assessment
(2025-02-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
Learning activities, which blend digital storytelling with peer assessment, foster the development of crucial digital skills. They require students to engage in writing, information gathering, utilizing technology tools, synthesizing information, and providing constructive feedback on their peers' work. This study developed and used digital storytelling integrated with peer assessment (DSIPA) to promote digital wellbeing. This study has several objectives: 1) to determine whether this integrated digital storytelling significantly improved student digital wellbeing skills compared to students who receive digital storytelling with teacher feedback (DSITF); 2) to investigate the types of peer feedback the students provided in the peer assessment activities; and 3) to explore the students' perspectives on the learning activity with this integrated digital storytelling to promote digital wellbeing. DSIPA was implemented and evaluated; 72 Library and Information Science (LIS) students from UIN Sunan Kalijaga Yogyakarta, Indonesia, were selected using simple random sampling. DSIPA was compared to DSITF, with each group consisting of 36 students. The developed DSIPA lesson plan was used for guiding the six-week learning activities. A digital wellbeing scale with 5-point Likert scale was used. MANOVA analysis, with a 0.05 level, revealed significant difference for digital wellbeing between DSIPA and DSITF. Students who learnt with DSIPA obtained higher scores than students who learnt with DSITF. The results of peer feedback analysis reflected a generally positive peer feedback culture, characterized by a balance of praise and constructive criticism. A thematic analysis of students' open-ended survey responses revealed their positive perspective on the learning activity. They felt it significantly improved their digital wellbeing, along with boosting their motivation, engagement, and academic achievement. To enhance the effectiveness, developing DSIPA activities with clear objectives and structured outcomes, supported by adequate training and resources, is recommended. Actively monitoring collaborative work and implementing engaging ice-breaking activities will also promote productive learning environments.

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