The Implementation of Critical Reading Techniques Towards the 2024 Presidential Election News

Abstrak

This study examines student behaviors and perceptions regarding engagement with election-related news, emphasizing the role of critical reading techniques in fostering informed electoral decisions. Students actively utilized diverse news sources, employing strategies like simultaneous access, highlighting, and note-taking to assess credibility and manage information overload. Questionnaire results indicated that 75% of respondents engaged in critical reading practices, displaying an awareness of biases and cross-referencing capabilities. However, challenges such as information overload and misinformation remained, with 25% of students showing little interest in election content. While 80% of participants demonstrated a strong grasp of critical reading processes, noticeable gaps in education and awareness were observed. Interviews revealed that students found their experiences enlightening, which improved their ability to identify credible information and navigate conflicting reports. Many reported enhanced comprehension and decision-making due to critical reading strategies, underlining the necessity for educational initiatives focused on media literacy. This research highlights the essential role of critical reading in election-related information, advocating for active democratic engagement. Future efforts should prioritize workshops and resources that equip students with skills to identify credible news, fostering a more informed and engaged electorate.