Pengaruh E-Modul Interaktif Adaptif terhadap Literasi Digital dan Kemandirian Belajar Siswa Sekolah Dasar

Grandy Reney Muaya; Gabrilia Agnes Adisty

doi:10.58230/27454312.5082

Authors

Grandy Reney Muaya STT Arastamar Wamena
Gabrilia Agnes Adisty STT Arastamar Wamena

DOI:

https://doi.org/10.58230/27454312.5082

Keywords:

e-modul adaptif, literasi digital, kemandirian belajar, pembelajaran offline, papua

Abstract

Transformasi digital pendidikan dasar menghadapi tantangan khusus pada lingkungan dengan keterbatasan konektivitas, ketersediaan perangkat, dan kebutuhan bahan ajar yang relevan dengan pengalaman hidup siswa. Penelitian ini bertujuan menguji pengaruh e-modul interaktif adaptif terhadap literasi digital dan kemandirian belajar siswa sekolah dasar. Penelitian menggunakan desain quasi-experimental pretest-posttest non-equivalent control group pada 76 siswa kelas V di SD Harapan Baliem Wamena, terdiri atas 38 siswa kelompok eksperimen dan 38 siswa kelompok kontrol. Kelompok eksperimen menggunakan e-modul adaptif yang dapat diakses secara offline, memuat aktivitas interaktif, umpan balik otomatis, jalur remedial, pengayaan, dan materi yang dikontekstualisasikan dengan lingkungan lokal Papua, sedangkan kelompok kontrol mengikuti pembelajaran dengan bahan ajar yang digunakan secara reguler di kelas. Data diperoleh melalui tes literasi digital dan angket kemandirian belajar, kemudian dianalisis menggunakan statistik deskriptif, uji asumsi, uji t, ANCOVA, MANCOVA, Cohen’s d untuk perubahan dalam kelompok, serta partial eta squared untuk estimasi efek model. Kemampuan awal kedua kelompok setara pada literasi digital (p = 0,597) dan kemandirian belajar (p = 0,721). Setelah perlakuan, peningkatan kelompok eksperimen lebih besar pada literasi digital (20,32 poin; d = 2,57) dan kemandirian belajar (19,92 poin; d = 2,42). Setelah skor awal dikendalikan, terdapat perbedaan signifikan antara kelompok pada literasi digital, F(1,73) = 71,682, p < 0,001, ηp² = 0,495, dan kemandirian belajar, F(1,73) = 64,871, p < 0,001, ηp² = 0,470. MANCOVA juga menunjukkan efek multivariat yang signifikan, Wilks’ Λ = 0,582, F(2,71) = 25,864, p < 0,001, ηp² = 0,418. Temuan menunjukkan bahwa e-modul adaptif yang interaktif, kontekstual, dan dapat digunakan secara offline berpotensi memperkuat literasi digital sekaligus kemandirian belajar pada konteks sekolah dasar dengan akses teknologi terbatas. Generalisasi temuan dibatasi pada karakteristik sampel dan sekolah penelitian.

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