ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Learning interest is an important internal factor that can enhance students' scientific literacy skills by fostering active engagement, curiosity, and perseverance throughout the learning process. This study aimed to examine the relationship between learning interest and scientific literacy skills and to determine the extent to which learning interest contributed to the scientific literacy skills of junior high school students. A quantitative approach with a correlational research design was employed. The study involved 127 students from SMP Negeri 8 Tarakan, selected using simple random sampling. Learning interest was measured using indicators of enjoyment, attention, interest, and engagement, while scientific literacy skills were assessed through a scientific literacy test focusing on the scientific competency dimension. The results show that the mean score for learning interest was 67, indicating a high level of learning interest among students, whereas the mean score for scientific literacy skills was 41 70. Pearson's correlation analysis produced a significance value of 0.695 (p>0.05) and a correlation coefficient of 0.035, indicating a very weak relationship between the two variables. Furthermore, linear regression analysis yielded a coefficient of determination (R) of 0.001 (0.1%), indicating that learning interest accounted for only 0.1% of the variance in students' scientific literacy skills. These findings imply that learning interest is not a significant predictor of scientific literacy skills among the participants. Therefore, it can be concluded that no statistically significant relationship exists between learning interest and the scientific literacy skills of junior high school students in this study.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini dilakukan untuk mengkaji bagaimana literasi keluarga dan kepercayaan diri berkontribusi terhadap prestasi belajar bahasa Inggris siswa kelas VII di SMPN 1 Tarakan. Studi ini menggunakan pendekatan kuantitatif dengan metode studi korelasi prediktif. Sebanyak 60 siswa dipilih sebagai sampel melalui sampling acak berkluster dari tiga kelas yang berbeda. Data dianalisis menggunakan statistik deskriptif serta statistik inferensial dengan regresi linier berganda melalui SPSS 25.0. Temuan menunjukkan bahwa literasi keluarga dikategorikan sebagai sedang (58%), kepercayaan diri juga berada dalam rentang sedang (45%), sementara prestasi belajar bahasa Inggris secara umum baik (52%). Uji prasyarat menunjukkan bahwa data memenuhi asumsi normalitas, linearitas, homogenitas, dan tidak adanya multikolinearitas. Uji F menunjukkan tingkat signifikansi 0,001 0,05, menunjukkan bahwa literasi keluarga dan kepercayaan diri secara bersamaan berkontribusi terhadap prestasi belajar bahasa Inggris siswa. Selain itu, hasil uji t menunjukkan bahwa literasi keluarga secara signifikan mempengaruhi prestasi (p = 0.016 0.05), dan kepercayaan diri juga memberikan dampak signifikan (p = 0.038 0.05), artinya kedua faktor tersebut secara parsial berkontribusi terhadap kinerja siswa dalam bahasa Inggris. Koefisien determinasi (R²) sebesar 0.214 menunjukkan bahwa dua variabel prediktor menjelaskan 21,4% variasi dalam pencapaian bahasa Inggris, sementara faktor-faktor lain di luar lingkup penelitian ini membentuk 78,6% sisanya. Kesimpulannya, penelitian ini menekankan bahwa pencapaian bahasa Inggris siswa tidak hanya dipengaruhi oleh pembelajaran di kelas, tetapi juga oleh lingkungan literasi di rumah dan tingkat kepercayaan diri mereka dalam proses belajar. This study aimed to investigate the extent to which family literacy and self-efficacy contribute to the English learning achievement of seventh-grade students at SMPN 1 Tarakan. A quantitative approach employing a correlational predictive design was utilized. The sample consisted of 60 student selected through cluster random sampling from three different classes. Data were analyzed using descriptive statistics and inferential statistics with multiple linear regression through SPSS 25.0. Findings indicated that family literacy was categorized as medium (58%), self-efficacy was also in the medium range (45%), while English learning achievement was generally good (52%). The prerequisite tests confirmed that the data met the assumptions of normality, linearity, homogeneity, and absence of multicollinearity. The F-test showed a significance level of 0.001 0.05, suggesting that family literacy and self-efficacy simultaneously contribute to students’ English learning achievement. Moreover, the t-test results revealed that family literacy had a significant effect on achievement (p = 0.016 0.05), and self-efficacy also made a significant impact (p = 0.038 0.05), meaning that both factors partially contributed to student performance in English. The coefficient of determination (R²) was 0.214, indicating that the two predictors explained 21.4% of the variance in English achievement, while other factors beyond the scope of this research shaped the remaining 78.6%. In conclusion, the study emphasizes that students’ English achievement is shaped not only by classroom learning but also by the literacy environment at home and their level of self-efficacy in the learning process.
