<![CDATA[This study aims to determine the effect of parental involvement and social media addiction on the reading literacy skills of students at UPTD SMP Negeri 37 Sinjai. This study uses a quantitative. The research sample consisted of 98 students selected through stratified random sampling. The research instruments were questionnaires on parental involvement and social media addiction as well as reading literacy tests. The data were analyzed using simple and multiple linear regression analysis. The results of the study show that: (1) parental involvement was in the moderate category with an average score of 57.11; (2) social media addiction was in the high category with an average score of 32.45; (3) students' reading literacy skills were in the low category with an average score of 8.42; (4) parental involvement affected reading literacy skills by 33.4%; (5) social media addiction affected reading literacy skills by27.3%; and (6) parental involvement and social media addiction simultaneously had a significant effect on reading literacy skills by 45.4%.Thus, active parental involvement and management of sosial media useplay an important role in improving students' reading literacy skills. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh keterlibatan orang tua dan adiksi media sosial terhadap kemampuan literasi membaca peserta didik di UPTD SMP Negeri 37 Sinjai. Penelitian ini menggunakan pendekatan kuantitatif. Sampel penelitian sebanyak 98 peserta didik yang dipilih melalui teknik stratified random sampling. Instrumen penelitian berupa angket keterlibatan orang tua dan adiksi media sosial serta tes kemampuan literasi membaca. Data dianalisis menggunakan analisis regresi linier sederhana dan berganda. Hasil penelitian menunjukkan bahwa: (1) keterlibatan orang tua berada pada kategori sedang dengan rata-rata skor 57,11; (2) adiksi media sosial berada pada kategori tinggi dengan rata-rata skor 32,45; (3) kemampuan literasi membaca peserta didik berada pada kategori rendah dengan rata-rata skor 8,42; (4) keterlibatan orang tua berpengaruh terhadap kemampuan literasi membaca sebesar 33,4%; (5) adiksi media sosial berpengaruh terhadap kemampuan literasi membaca sebesar 27,3%; dan (6) keterlibatan orang tua dan adiksi media sosial secara simultan berpengaruh signifikan terhadap kemampuan literasi membaca sebesar 45,4%. Dengan demikian, keterlibatan aktif orang tua serta pengelolaan penggunaan media sosial berperan penting dalam meningkatkan kemampuan literasi membaca peserta didik.]]>
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