DAMPAK TECHNOLOGY ACCEPTANCE DAN LITERASI DIGITAL DITINJAU DARI SELF-REGULATED LEARNING MAHASISWA FISIKA

LINDA, JUA KIRANA (2023) DAMPAK TECHNOLOGY ACCEPTANCE DAN LITERASI DIGITAL DITINJAU DARI SELF-REGULATED LEARNING MAHASISWA FISIKA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk: 1) Mengetahui pengaruh technology acceptance ditinjau dari self-regulated learning. 2) Mengetahui pengaruh literasi digital ditinjau dari self-regulated learning. Penelitian ini dilakukan pada mahasiswa pendidikan fisika yang ada di Lampung. Metode penelitian menggunakan kuantitatif survei dengan pendekatan PLS-SEM berbantu software Smart PLS. Penyebaran kuesioner secara online menggunakan google form. Terdapat 132 data didapatkan valid dan dapat digunakan. Hasil penelitian bahwa technology acceptance berpengaruh positif signifikan terhadap self-regulated learning dibuktikan koefisien jalur koefisien parameter 0,248 memiliki nilai signifikansi sebesar 0,019 lebih kecil dari nilai tingkat alpha 0,05 atau 5%. Selain itu juga ditunjukan dengan nilai T-tabel sebesar 2,345 lebih besar dari 1,989 nilai T-statistik, maka dapat dikatakan H1 diterima. Berdasarkan koefisien jalur literasi digital berpengaruh positif signifikan terhadap self-regulated learning dengan nilai koefisien parameter 0,673 memiliki nilai signifikansi sebesar 0,000 lebih kecil dari nilai tingkat alpa 0,05 atau 5% ditunjukan dengan nilai T-tabel 6,456 lebih besar dibandingkan nilai T-statistik 1,989, maka dapat dikatakan H2 diterima. Kata Kunci: Technology Acceptance, Literasi Digital, Self-regulated Learning iii ABSTRACT This study aims to: 1) Know the effect of technology acceptance in terms of self-regulated learning. 2) Know the effect of digital literacy in terms of self-regulated learning. This research was conducted on physics education students in Lampung. The research method uses a quantitative survey with the PLS-SEM approach assisted by Smart PLS software. Distribute questionnaires online using Google Forms. There are 132 data obtained valid and can be use. The results of the study that technology acceptance has a significant positive effect on self-regulated learning is prove by the path coefficient parameter coefficient of 0,248 having a significance value of 0,019 which is smaller than the alpha level value of 0,05 or 5%. In addition, it is also shown by the T-table value 2,345 which is greater than the 1,989 statistical T value of, so it can be said that H1 is accepted. Based on the path coefficient digital literacy has a significant positive effect on self-regulated learning with a parameter coefficient value of 0,673 having a significance value of 0,000 less than the alpha level value of 0,05 or 5% indicated by a T-table value of 6,456 greater than the statistical T value of 1,989, so it can be it said that H2 is accepted. Keywoards: Technology Acceptance, Digital Literacy, Self-regulated Learning

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