Pengaruh Model Pembelajaran, Literasi Digital, Lingkungan Sekolah, Implementasi Kurikulum Merdeka, dan Minat Belajar terhadap Hasil Belajar Ekonomi Siswa Kelas X SMA Negeri 2 Linggo Sari Baganti

Abstract

Penelitian ini bertujuan menganalisis hubungan dan kontribusi prediktif model pembelajaran, literasi digital, lingkungan sekolah, dan implementasi Kurikulum Merdeka terhadap minat belajar serta hasil belajar Ekonomi siswa kelas X SMA Negeri 2 Linggo Sari Baganti. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional potong lintang. Populasi sekaligus sampel berjumlah 79 siswa dan ditetapkan melalui total sampling. Data konstruk dikumpulkan menggunakan kuesioner skala Likert yang telah melalui uji validitas dan reliabilitas, sedangkan hasil belajar bersumber dari [LENGKAPI SUMBER NILAI HASIL BELAJAR]. Analisis menggunakan analisis jalur berbasis regresi. Pada model minat belajar, model pembelajaran (β=0,392; p=0,001), literasi digital (β=0,238; p=0,021), dan Kurikulum Merdeka (β=0,248; p=0,017) berhubungan positif, sedangkan lingkungan sekolah berhubungan negatif (β=-0,232; p=0,037). Model tersebut menjelaskan 25,7% variasi minat. Pada model hasil belajar, lingkungan sekolah (β=0,536; p<0,001) dan minat belajar (β=0,310; p=0,006) berhubungan positif, sedangkan model pembelajaran (β=-0,352; p=0,002), literasi digital (β=-0,350; p=0,001), dan Kurikulum Merdeka (β=-0,246; p=0,015) berhubungan negatif. Model kedua menjelaskan 35,6% variasi hasil belajar. Karena desain bersifat potong lintang, temuan ditafsirkan sebagai hubungan statistik dan tidak membuktikan kausalitas atau mediasi.

This study examined the relationships and predictive contributions of learning models, digital literacy, school environment, and Merdeka Curriculum implementation to learning interest and Economics learning outcomes among Grade X students at SMA Negeri 2 Linggo Sari Baganti. A quantitative cross-sectional correlational survey design was employed. The population and sample comprised 79 students selected through total sampling. Construct data were collected using Likert-scale questionnaires that had undergone validity and reliability testing, while learning outcomes were obtained from [COMPLETE THE SOURCE OF LEARNING-OUTCOME SCORES]. Regression-based path analysis was used. In the learning-interest model, learning models (β=0.392, p=0.001), digital literacy (β=0.238, p=0.021), and Merdeka Curriculum implementation (β=0.248, p=0.017) were positively associated with learning interest, whereas school environment was negatively associated (β=-0.232, p=0.037). The model explained 25.7% of the variance in learning interest. In the learning-outcome model, school environment (β=0.536, p<0.001) and learning interest (β=0.310, p=0.006) were positively associated with learning outcomes, whereas learning models (β=-0.352, p=0.002), digital literacy (β=-0.350, p=0.001), and Merdeka Curriculum implementation (β=-0.246, p=0.015) showed negative associations. The second model explained 35.6% of the variance in learning outcomes. Given the cross-sectional design, the findings represent statistical associations and do not establish causal or mediation effects.