HUBUNGAN KEMAMPUAN LITERASI DIGITAL DAN LITERASI SAINS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VIII

RONA, UNZA HAMIDAH (2026) HUBUNGAN KEMAMPUAN LITERASI DIGITAL DAN LITERASI SAINS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VIII. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Literasi digital dan literasi sains diduga memiliki hubungan dengan kemampuan berpikir kritis siswa, namun keduanya belum banyak diteliti secara bersamaan khususnya pada jenjang SMP. Penelitian ini bertujuan untuk mengetahui hubungan literasi digital dan literasi sains terhadap kemampuan berpikir kritis siswa kelas VIII, Dengan metode kuantitatif dan pendekatan korelasional. Sampel berjumlah 61 siswa yang ditentukan melalui teknik Cluster Random Sampling. Instrumen penelitian berupa angket literasi digital dan soal literasi sains serta soal berpikir kritis. Analisis data dilakukan dengan uji korelasi Pearson Product Moment dan diuji dengan bantuan SPSS. Kesimpulannya, literasi digital tidak menunjukkan hubungan yang signifikan terhadap kemampuan berpikir kritis, namun hubungannya tetap positif berpotensi apabila diarahkan secara evaluatif. Semakin tinggi literasi sains siswa maka semakin tinggi pula kemampuan berpikir kritisnya, dan kemampuan literasi digital serta literasi sains yang tinggi secara bersama-sama cenderung mendukung perkembangan kemampuan berpikir kritis siswa yang lebih optimal. ABSTRACT Digital literacy and science literacy are assumed to have a relationship with students' critical thinking skills, but both have not been widely studied simultaneously, particularly at the junior high school level. This study aims to determine the relationship between digital literacy and science literacy on the critical thinking skills of eighth-grade students using a quantitative method with a correlational approach. The sample consisted of 61 students determined through Cluster Random Sampling technique. Research instruments included a digital literacy questionnaire, science literacy test, and critical thinking test that had been tested for validity and reliability, then analyzed using Pearson Product Moment correlation test assisted by SPSS. Although digital literacy does not show a significant relationship with critical thinking skills, the relationship remains positive and has potential if directed evaluatively. The higher the students' science literacy, the higher their critical thinking skills, and a combination of high digital literacy and science literacy together tends to support the more optimal development of students' critical thinking skills.

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