From Languages to Life Skills: What Students Think, What Digital Learning Needs

Azzahrotul Karimah, Nurul Murtadho, Uswatun Hasanah, Mujahidin Farid, Nur Lailatul Fithriyah, Qorry aina

Abstract


This study examines students' attitudes toward learning three language subjects—Indonesian, Arabic, and English—within a multilingual educational context. Utilizing a descriptive quantitative approach, data were collected through structured questionnaires administered to students from five elementary schools and three junior high schools. The results indicate that Indonesian is the most favored and perceived as the easiest subject, with 92.3% of students expressing a positive attitude and 80.8% identifying it as the least difficult. In contrast, Arabic was viewed as the most challenging and least preferred, with 57.7% of students reporting difficulties, particularly in vocabulary comprehension and oral expression. English occupied an intermediate position, with students citing challenges such as unfamiliar vocabulary, pronunciation issues, and anxiety about speaking. Despite these differences, the majority of students acknowledged the importance of language learning for future opportunities and effective communication. These findings emphasize the need to develop targeted digital learning resources that address language-specific challenges while incorporating meaningful, life-skill-oriented activities to support both cognitive and communicative development.

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References


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