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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD)
Roni Alim Ba'diyah Kusufa
Universitas Kanjuruhan Malang
Education

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Determinants of science and social studies achievement: the interplay of motivation, parental involvement, and digital literacy Suhariyanto; Onik Farida Ni’matullah; Roni Alim Ba'diyah Kusufa
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.42456

Abstract

The learning outcomes in the subjects of Natural and Social Sciences (IPAS) serve as a key indicator reflecting students' understanding of environmental and social phenomena, as well as a foundation for developing critical thinking and problem-solving skills in primary education in Indonesia. This study aims to analyze the influence of learning motivation, parental involvement, and digital literacy on the IPAS learning outcomes of upper-grade students at SD Negeri Tlontoraja 8, Pasean District, Pamekasan Regency. The hypothesis proposed in this study is that all three variables, both simultaneously and partially, have a positive and significant effect on student learning outcomes. This research uses a quantitative approach with an ex post facto design, which aims to test the relationships between variables without experimental manipulation. The sampling technique used is total sampling, involving 65 students as respondents. Data was collected through validated questionnaires and analyzed using multiple linear regression. The results show that learning motivation, parental involvement, and digital literacy simultaneously have a significant effect on IPAS learning outcomes (F = 493.206, p < 0.05, R² = 0.782). Partially, learning motivation (t = 7.886, p < 0.05), parental involvement (t = 4.528, p < 0.05), and digital literacy (t = 7.465, p < 0.05) each have a positive and significant effect. These findings emphasize that enhancing student learning motivation, parental involvement, and strengthening digital literacy are crucial strategies for improving students' conceptual understanding and academic achievement in IPAS learning at the primary school level.
Digital literacy, environment, and independence: a triad affecting students' academic achievement Sulastri Aprilia; Sudi Dul Aji; Roni Alim Ba'diyah Kusufa
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.42458

Abstract

The rapid development of digital technology requires elementary school students to possess adequate digital literacy skills to access, comprehend, and utilize information effectively in the learning process. However, observations in several elementary schools in Pasean District revealed that many students still struggle to use technology optimally, accompanied by low learning independence and insufficiently supportive learning environments. Based on these issues, this study aims to analyze the influence of digital literacy, learning environment, and learning independence on students’ science and social studies (IPAS) learning outcomes in grade V at elementary schools in Pasean District, Pamekasan Regency. This research employed a quantitative approach with a causal associative method. A total of 140 students were selected using purposive sampling. Data were collected through valid and reliable questionnaires and analyzed using multiple linear regression with SPSS 22. The results showed that digital literacy, learning environment, and learning independence simultaneously had a significant effect on students’ learning outcomes (R² = 0.864). Partially, each variable also had a significant effect with significance values of 0.023 for digital literacy, 0.003 for learning environment, and 0.000 for learning independence. These findings highlight the importance of strengthening digital literacy, creating a supportive learning environment, and fostering students’ learning independence to improve IPAS learning outcomes in elementary schools.
Co-Authors Onik Farida Ni’matullah Sudi Dul Aji Suhariyanto Sulastri Aprilia