The influence of digital literacy and self-efficacy on students' critical thinking abilities - Yashinta Ekafitri Maharani; Susantiningrum Susantiningrum (JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran), 2025)
Abstrak: Kemampuan berpikir kritis merupakan keterampilan penting abad ke-21, namun pada praktiknya siswa SMK masih cenderung rendah karena lebih fokus menghafal materi daripada menganalisis, mengevaluasi, atau memecahkan masalah. Penelitian ini bertujuan untuk menguji pengaruh literasi digital dan self efficacy terhadap kemampuan berpikir kritis siswa kelas X Program Keahlian Manajemen Perkantoran dan Layanan Bisnis (MPLB) SMK Negeri 6 Surakarta, baik secara simultan maupun parsial. Penelitian ini menggunakan pendekatan kuantitatif kausalitas dengan desain korelasional. Sampel berjumlah 85 siswa dari populasi 108 siswa dengan teknik proportional random sampling. Data dikumpulkan melalui angket dan dianalisis dengan regresi linier berganda menggunakan IBM SPSS versi 26. Hasil penelitian menunjukkan bahwa: (1) literasi digital berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis (thitung 4,708 > ttabel 1,663; sig. = 0,000 < 0,05); (2) self efficacy juga berpengaruh positif dan signifikan (thitung 3,402 > ttabel 1,66; sig. = 0,001 < 0,05); (3) secara simultan, keduanya berpengaruh signifikan terhadap kemampuan berpikir kritis (Fhitung 38,847 > Ftabel 3,11; sig. = 0,000 < 0,05). Persamaan regresinya yakni Ŷ= 20,423+0,530 X1+0,383 X2. Nilai koefisien determinasi (R²) sebesar 0,487. Sumbangan efektif literasi digital sebesar 29,26% dan self efficacy sebesar 19,41%. Sumbangan relatif literasi digital sebesar 60,07% dan self efficacy sebesar 39,86%. Temuan ini menunjukkan perlunya sekolah meningkatkan fasilitas literasi digital, membiasakan pembelajaran berbasis analisis, serta menumbuhkan kepercayaan diri siswa melalui pendampingan akademik. Kata kunci : berpikir tingkat tinggi; kepercayaan diri; kuantitatif; literasi teknologiAbstract: Critical thinking ability is an essential 21st-century skill; however, in practice, vocational high school students still tend to demonstrate low levels, as they focus more on memorizing material rather than analyzing, evaluating, or solving problems. This study aims to examine the influence of digital literacy and self-efficacy on the critical thinking ability of Grade X students in the Office Management and Business Services (MPLB) Program at SMK Negeri 6 Surakarta, both simultaneously and partially. This study uses a causality quantitative approach with a correlational design. The sample comprised 85 students from a population of 108 students using proportional random sampling technique. Data were collected through questionnaires and analyzed using multiple linear regression with IBM SPSS version 26. The results showed that: (1) digital literacy has a positive and significant effect on critical thinking skills (t = 4.708, p < .001); (2) self-efficacy also has a positive and significant effect (t = 3.402, p = .001); (3) simultaneously, both have a significant effect on critical thinking skills (F = 38.847, p < .001). The regression equation is Ŷ = 20.423 + 0.530X₁ + 0.383X₂. The coefficient of determination (R² = .487) means that digital literacy and self-efficacy influence critical thinking skills by 48.7%. The effective contribution of digital literacy is 29.26% and self-efficacy is 19.41%. The relative contribution of digital literacy is 60.07% and self-efficacy is 39.86%. These findings indicate the necessity for schools to enhance digital literacy facilities, promote analysis-based learning, and foster students' self-confidence through academic mentoring. Keywords: cognitive skills; self-confidence; technology literacy; 21st-century learning