<![CDATA[Tujuan dari penelitian ini adalah untuk memeriksa tiga hal: pengaruh literasi media terhadap pemahaman kritis siswa; pengaruh informasi modern terhadap pemahaman kritis siswa; dan pengaruh literasi media dan informasi modern secara bersamaan atau bersamaan terhadap pemahaman kritis siswa. Semua siswa di kelas IX MTsN 1 Enrekang, yang terdiri dari 238 siswa, terlibat dalam penelitian kuantitatif ini. Untuk setiap 70 siswa, sampel proporsional stratified random diambil, dan jumlah sampel dihitung dengan rumus slovin. Data dikumpulkan melalui pedoman dan kuesioner. Data diuji dengan uji instrumen, asumsi klasik, dan hipotesis, serta analisis deskriptif dan inferensial. Menurut analisis data, literasi media secara parsial berdampak positif dan signifikan terhadap pemahaman kritis siswa; informasi kontemporer secara parsial berdampak positif dan signifikan terhadap pemahaman kritis siswa, dengan nilai signifikan 0,004 di bawah 0,05. Dengan menggunakan model persamaan regresi linear berganda, ditemukan bahwa Y = 22,798 + 0,175 X1 + 0,648 X2, yang menunjukkan bahwa variabel pemahaman kritis siswa sebesar 22,798 jika literasi media dan informasi siswa sama dengan nol. Menurut koefisien determinasi (Adjusted R2) pemahaman kritis siswa sebesar 0,556, literasi media sosial dan informasi modern mempengaruhi 56,6% pemahaman kritis siswa. Faktor lain mempengaruhi 44,4%. This study aims to 1) analyze the influence of media literacy on students' critical understanding, 2) analyze the influence of contemporary on students' critical information understanding, and 3) analyze the influence of media literacy and contemporary information on students' critical understanding simultaneously or together. This study is a quantitative study with the population of this study being all grade IX students at MTsN 1 Enrekang consisting of 238 students. The sampling technique used proportional stratified random sampling with the determination of the sample size carried out through the Slovin formula of 70 students. Data collection was carried out using documentation and questionnaires. Data analysis was carried out by instrument testing, classical assumption testing, and hypothesis testing, through descriptive and inferential analysis. Based on the data analysis that has been done, it is obtained that media literacy partially has a positive and significant effect on students' critical understanding with a significant value of 0.004 <0.05, and contemporary information partially has a positive and significant effect on students' critical understanding with a significant value of 0.000 <0.05. The multiple linear regression equation model is obtained Y = 22.798 + 0.175 X1 + 0.648 X2 which means that if the media literacy and contemporary information variables are considered equal to zero, the student's critical understanding variable is 22.798. The value of the Determination Coefficient (Adjusted R2) of students' critical understanding is 0.556, meaning that 56.6% of students' critical understanding is influenced by social media literacy and contemporary information, while the remaining 44.4% is influenced by other variables.]]>
Copyrights © 2025
