KORELASI LITERASI DIGITALDANKEMANDIRIAN BELAJAR SISWA DENGAN FLIPPED CLASSROOMDALAM PEMBELAJARAN BIOLOGI

ZAHWA, PUTRI KAMILIA (2026) KORELASI LITERASI DIGITALDANKEMANDIRIAN BELAJAR SISWA DENGAN FLIPPED CLASSROOMDALAM PEMBELAJARAN BIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Perkembangan teknologi digital menuntut peserta didik memiliki literasi digital yang memadai untuk menunjang kemandirian belajar. Namun, kemampuan peserta didik dalam memanfaatkan teknologi sebagai sumber belajar belum berkembang secara optimal, terutama dalam konteks pembelajaran yang menempatkan siswa sebagai subjek aktif. Salah satu model yang menuntut kesiapan tersebut adalah Flipped Classroom, yakni model yang memindahkan pemahaman materi ke luar kelas melalui media digital. Penelitian ini bertujuan untuk mengetahui korelasi antara literasi digital dan kemandirian belajar siswa dengan penerapan model flipped classroom dalam pembelajaran biologi, serta mendeskripsikan peran masingmasing variabel dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional dan metode survei. Sampel terdiri dari 104 peserta didik kelas XI di SMAN 3 Bandar Lampung tahun ajaran 2025/2026. Metode yang digunakan yaitu Purposive Sampling. Instrumen pengumpulan data berupa angket skala likert yang telah diuji validitas dan reliabilitasnya, didukung observasi dan wawancara. Analisis data meliputi uji Normalitas Kolmogorov-Smirnov, uji Linearitas,dan Uji Korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa: (1) terdapat korelasi positif dan signifikan antara literasi digital dan kemandirian belajar (r = 0,417, kategori cukup kuat); (2) literasi digital berkorelasi positif dengan Flipped Classroom (r = 0,342); (3) kemandirian belajar memiliki korelasi kuat dengan Flipped classroom ( r = 0,675). Seluruh nilai siginifikansi menunjukkan 0,000 < 0,05, sehingga ditolak dan diterima. Hal ini menunjukkan adanya korelasi signifikan antara literasi digital dan kemandirian belajar dengan Flipped Classroom. Temuan ini menunjukkan kontribusi model Flipped Classroom berhubungan dengan Literasi digital dan Kemandirian Belajar siswa. ABSTRAK The development of digital technology requires students to have adequate digital literacy to support independent learning. However, students' ability to utilize technology as a learning resource has not developed optimally, especially in a learning context that places students as active subjects. One of the models that demands such readiness is Flipped Classroom, which is a model that moves the understanding of material outside the classroom through digital media. This study aims to determine the correlation between digital literacy and student learning independence with the application of the flipped classroom model in biology learning, as well as describe the role of each variable in the learning process. This study uses a quantitative approach with the type of correlational research and survey methods. The sample consisted of 100 students in grade XI at SMAN 3 Bandar Lampung for the 2025/2026 school year. The method used is Cluster Random Sampling. The data collection instrument is in the form of a likert scale questionnaire that has been tested for validity and reliability, supported by observation and interviews. Data analysis includes the Kolmogorov-Smirnov Normality test, the Linearity test, and the Pearson Product Moment Correlation test. The results showed that: (1) there was a positive and significant correlation between digital literacy and learning independence (r = 0.417, a fairly strong category); (2) digital literacy is positively correlated with Flipped Classroom (r = 0.342); (3) learning independence has a strong correlation with Flipped classroom (r = 0.675). All significance values show 0.000 < 0.05, so they are rejected and accepted. This shows a significant correlation between digital literacy and learning independence with Flipped Classroom. These findings show the contribution of the Flipped Classroom model in relation to digital literacy and student Learning Independence.

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