The Influence of Self-Regulated Learning and Digital Literacy on Students' Academic Achievement
DOI:
https://doi.org/10.31004/anthor.v5i3.683Keywords:
Self-Regulated Learning, Digital Literacy, Academic Achievement, StudentsAbstract
The development of digital technology has changed the learning paradigm in higher education, requiring students to possess adequate self-regulated learning (SRL) and digital literacy skills to support academic success. Self-regulated learning enables students to manage their learning process independently through planning, monitoring, and evaluating learning, while digital literacy plays a role in the ability to access, evaluate, and utilize digital information effectively. However, there are still variations in student academic achievement, which are suspected to be influenced by differences in SRL and digital literacy levels. This study aims to analyze the influence of self-regulated learning and digital literacy on student academic achievement. This study aims to analyze the influence of self-regulated learning and digital literacy on student academic achievement. This study uses a quantitative approach with an explanatory survey design. The study population was undergraduate students at a university in Indonesia. A sample of 250 students was selected using a proportionate stratified random sampling technique. Data were collected through a questionnaire that had been tested for validity and reliability. The self-regulated learning variable was measured through aspects of planning, self-control, and self-evaluation, while digital literacy was measured through the ability to access information, evaluate information, digital communication, and digital security. Academic achievement was measured using the Grade Point Average (GPA). Data analysis was performed using multiple linear regression at a 5% significance level. The results showed that self-regulated learning had a positive and significant effect on student academic achievement (β = 0.421; p < 0.001). Digital literacy also had a positive and significant effect on student academic achievement (β = 0.367; p < 0.001). Simultaneously, self-regulated learning and digital literacy contributed 58.4% to the variation in student academic achievement (R² = 0.584; p < 0.001). These findings indicate that students with good self-regulation skills and high digital literacy tend to have more optimal academic achievement.
References
Ali, M., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (2024). The effectiveness of Jigsaw model based on flipped classroom to improve students’ critical thinking ability in Islamic religious education learning. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1069–1078. https://doi.org/10.31004/obsesi.v8i5.6190
Asnur, L., Jalinus, N., Faridah, A., Apra, T., Ambiyar, R. D., & Utami, F. (2024). Video-blogs (vlogs)-based project: A meta analysis, 14(5), 1553–1557.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 1–20. https://doi.org/10.1186/s41239-018-0130-1
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cazan, A. M. (2012). Self-regulated learning strategies—Predictors of academic adjustment. Procedia - Social and Behavioral Sciences, 33, 104–108. https://doi.org/10.1016/j.sbspro.2012.01.092
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Elfira, I., & Santosa, T. A. (2023). Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555
European Commission. (2022). The digital competence framework for citizens (DigComp 2.2): With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
Hidayat, I. W., Amin, S., Mkumbachi, R. L., Shobah, W. N., Indriansyah, R. T., & Kurniawan, M. A. (2023). Development of science-Islamic integrated disaster geography textbooks and effect on students’ learning outcomes. Jurnal Geografika (Geografi Lingkungan Lahan Basah), 4(1), 23. https://doi.org/10.20527/jgp.v4i1.8587
Hilmiyati, F., Panggabean, T. E., Khoirunnisa, R. N., Siregar, M. S., & Santosa, T. A. (2024). The effectiveness of the CIPP evaluation model in science learning in the era of the industrial revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1375–1384. https://doi.org/10.31004/obsesi.v8i6.6227
Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe Publishing.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-based learning in teaching 21st century skills in generation Z student in science learning: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517
Kusuma, A. S. H. M., & Busyairi, A. (2023). Pengaruh strategi pembelajaran guided inquiry terhadap keterampilan metakognitif dan berpikir kritis mahasiswa pada perkuliahan pendidikan IPA SD. Journal of Classroom Action Research, 5(1), 1–11.
Luciana, O., Sjoraida, D. F., Santosa, T. A., Nugraha, A. R., & Zain, A. (2024). The effect of technology-based management learning on children’s organizational skills development: A meta-analysis approach. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1777–1786. https://doi.org/10.31004/obsesi.v8i6.6593
Markiano Solissa, E., Haetami, H., Via Yustita, V., Santosa, T. A., & Syafruddin, S. (2023). Effect size discovery learning model on students critical thinking skills. Edumaspul: Jurnal Pendidikan, 7(2), 2083–2093. https://doi.org/10.33487/edumaspul.v7i2.6507
Musliman, A., & Kasman, U. (2022). Efektivitas model inkuiri terbimbing untuk melatih kemampuan berpikir kritis siswa pada konsep fisika yang bersifat abstrak. Jurnal Jendela Pendidikan, 2(1), 48–53. https://doi.org/10.57008/jjp.v2i01.116
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
OECD. (2023a). Digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/bac4dc9f-en
OECD. (2023b). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en
Oktarina, K., Lufri, L., & Chatri, M. (2018). Validity of learning module natural sciences oriented constructivism with the contain of character education for students of class VIII at junior high school. IOP Conference Series: Materials Science and Engineering, 335(1), Article 012091. https://doi.org/10.1088/1757-899X/335/1/012091
Oktarina, K., Suhaimi, Santosa, T. A., Razak, A., Irdawati, Ahda, Y., Lufri, & Putri, D. H. (2021). Meta-analysis: The effectiveness of using blended learning on multiple intelligences and student character education during the COVID-19 period. International Journal of Education and Curriculum Application, 4(3), 184–192.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Santosa, T. A., Agustina, N., & Yulianti, S. (2020). Jenis tumbuhan liar dalam upacara adat Kenduri Seko di Kerinci. Pendekar: Jurnal Pendidikan Berkarakter, 3(1), 6–10.
Santosa, T. A., & Aprilisia, S. (2022). Analisis pendekatan saintifik dalam pembelajaran IPA selama pandemi COVID-19 di sekolah dasar. Jurnal Didika: Wahana Ilmiah Pendidikan Dasar, 8(1), 92–101. https://doi.org/10.29408/didika.v8i1.5776
Santosa, W. H., & Sudirman, A. (2023). Factors influencing the implementation of cooperative learning: Elementary school teacher education department students’ perspectives. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1031–1048. https://doi.org/10.51276/edu.v4i3.501
Suryono, W., Winiasri, L., Santosa, T. A., Sappaile, B. I., & Solehuddin, M. (2023). Effectiveness of the inquiry training model to improve students’ critical thinking skills in learning: Systematic literature reviews and meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(10), 947–954. https://doi.org/10.29303/jppipa.v9i10.4804
Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective learning in higher education.
Uluk, E., Masruchiyah, N., Nurhayati, R., Agustina, I., Sari, W. D., Santosa, T. A., Widya, U., Klaten, D., & Yogyakarta, U. N. (2024). Effectiveness of blended learning model assisted by Schoology to improve language skills of early childhood education teachers. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1363–1374. https://doi.org/10.31004/obsesi.v8i6.6226
Winiasri, L., Santosa, T. A., Yohandri, Y., Razak, A., Festiyed, F., & Zulyusri, Z. (2023). Ethno-biology learning model based on design thinking to improve students’ critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(9), 7767–7774. https://doi.org/10.29303/jppipa.v9i9.4213
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 1–20. https://doi.org/10.7275/hz5x-tx03
Yulianti, T. A., & Santosa, T. A. (2020). Identifikasi famili Zingiberaceae di kawasan Hutan Gunung Bua Kerinci. Ekologia: Jurnal Ilmiah Ilmu Dasar dan Lingkungan Hidup, 20(1), 40–44.
Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, Article 104212. https://doi.org/10.1016/j.compedu.2021.104212
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1), 32–42. https://doi.org/10.33292/petier.v5i1.144
Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A. (2023). Effectiveness of STEM learning based on design thinking in improving critical thinking skills in science learning: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tomi Apra Santosa, Busnawir, Ilwandri, Heppy Sopacua, Andri Kurniawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
