EXPLORING STUDENTS' PERCEPTION OF THE USE OF DIGITAL BOOKS AND THEIR READING INTEREST IN SENIOR HIGH SCHOOL

This study aims to explore students’ perceptions of the use of digital books and their reading interest at State Senior High School 9 Mandau. This research employed a qualitative descriptive design involving six students who were selected through purposive sampling based on their experience in using digital books during learning activities. The data were collected through semi-structured interviews and analyzed qualitatively. The findings indicate that students’ perceptions of digital books vary and have a significant influence on their reading interest. Positive perceptions arise from the ease of access, flexibility of use, and supporting features provided by digital books, such as adjustable display settings and multimedia elements that help enhance comprehension and increase reading motivation. However, this study also identified several challenges, including digital distractions, eye strain, limited device availability, unstable internet connections, and difficulties in maintaining focus, which lead to decreased student engagement in digital reading. Overall, this study concludes that although digital books offer meaningful benefits in supporting reading activities, their effectiveness in enhancing reading interest largely depends on students’ perceptions shaped by both technical and non-technical factors.