<![CDATA[Pemahaman konsep fisika menuntut siswa menghubungkan representasi verbal, matematis, grafis, dan fenomena nyata, sedangkan lingkungan belajar digital menuntut kemampuan menemukan, mengevaluasi, dan menggunakan informasi secara kritis. Penelitian ini menganalisis hubungan antara kecakapan literasi digital dan pemahaman konsep fisika siswa SMA. Penelitian menggunakan desain kuantitatif korelasional potong lintang pada 235 siswa kelas X SMA Negeri 2 Sungai Penuh. Kecakapan literasi digital diukur melalui angket yang mencakup literasi informasi dan data, komunikasi dan etika digital, kreasi konten, kolaborasi, keamanan, serta pemecahan masalah digital. Pemahaman konsep diproksikan dengan skor murni ujian akhir semester fisika. Data dianalisis secara deskriptif, diuji normalitas dan linearitasnya, kemudian dianalisis menggunakan korelasi Pearson. Skor literasi digital memiliki rerata 166,70 (SD = 15,801), sedangkan skor pemahaman konsep memiliki rerata 66,60 (SD = 14,907). Hubungan kedua variabel bersifat positif dan sangat kuat, r(233) = 0,924, p < 0,001, 95% CI [0,903, 0,941]. Kuadrat korelasi sebesar 0,854 menunjukkan 85,4% varians bersama, bukan bukti pengaruh kausal. Temuan mengindikasikan bahwa kecakapan mengakses, menilai, dan memanfaatkan sumber digital berkaitan erat dengan capaian fisika. Namun, interpretasi dibatasi oleh desain korelasional, penggunaan skor ujian sekolah sebagai proksi pemahaman konsep, dan belum lengkapnya pelaporan reliabilitas instrumen. Physics conceptual understanding requires students to connect verbal, mathematical, graphical, and real-world representations, while digital learning environments require the ability to locate, evaluate, and use information critically. This study examined the relationship between digital literacy skills and high school students’ physics conceptual understanding. A cross-sectional quantitative correlational design involved 235 tenth-grade students at SMA Negeri 2 Sungai Penuh, Indonesia. Digital literacy was measured using a questionnaire covering information and data literacy, digital communication and ethics, content creation, collaboration, safety, and digital problem solving. Conceptual understanding was proxied by students’ uncombined end-of-semester physics examination scores. Data were summarized descriptively, checked for normality and linearity, and analyzed using Pearson’s correlation. Digital literacy scores averaged 166.70 (SD = 15.801), whereas conceptual-understanding scores averaged 66.60 (SD = 14.907). The variables showed a positive and very strong association, r(233) = .924, p < .001, 95% CI [.903, .941]. The squared correlation (.854) represents shared variance rather than causal influence. The finding indicates that students’ ability to access, evaluate, and use digital resources is closely associated with physics achievement. Interpretation should nevertheless remain cautious because the design was correlational, the outcome relied on a school examination as a proxy for conceptual understanding, and the available manuscript did not fully report instrument reliability.]]>
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