Digital Independence in Action: Students' Voices in Completing Digital-Based Indonesian Language Assignments

Abstract

The development of digital technology has driven significant changes in the learning process, including in Indonesian language subjects. Digital-based independent learning requires students to be able to manage time, understand material, and complete assignments reflectively without complete dependence on teachers. This study aims to explore students' experiences in completing Indonesian language assignments independently through digital media, highlighting adaptation strategies, obstacles encountered, and the role of environmental support. Using a descriptive qualitative approach, data were collected through in-depth interviews and observations of secondary-level students. The results indicate that students demonstrate adaptive abilities in organizing learning strategies and utilizing technology to support language skills, especially in reading and writing. However, technical barriers such as device access and emotional barriers such as anxiety and low self-confidence remain challenges. Social support, especially from family, has been shown to play a crucial role in maintaining motivation and sustaining independent learning. This study emphasizes the importance of integrating digital literacy, a reflective approach, and emotional support in Indonesian language learning to make it more meaningful and contextual for students.