HUBUNGAN FAMILY SUPPORT FOR SELF-DIRECTED LEARNING DENGAN SCIENCE LITERACY SISWA INDONESIA: ANALISIS DATA PISA 2022
DOI:
https://doi.org/10.35458/ipa.v5i3.5242Keywords:
family support, self-directed learning, science literacy, PISA 2022Abstract
Science Literacy merupakan kompetensi yang diperlukan siswa untuk memahami fenomena dan mengevaluasi bukti ilmiah. Penelitian ini menganalisis hubungan dukungan keluarga terhadap pembelajaran mandiri dengan literasi sains siswa Indonesia berdasarkan PISA 2022. Penelitian menggunakan desain kuantitatif cross-sectional correlational melalui analisis data sekunder. Dari 13.439 siswa dalam dataset Indonesia, sebanyak 10.077 memenuhi kriteria sampel analitis lengkap. Dukungan keluarga diukur menggunakan indeks Family Support for Self-Directed Learning, sedangkan science literacy diestimasi melalui sepuluh plausible values. Status sosial ekonomi dan gender dipertimbangkan sebagai variabel kontrol. Analisis menggunakan regresi berbobot survei dengan 80 bobot replikasi BRR-Fay dan penggabungan estimasi plausible values. Hasil menunjukkan hubungan negatif yang signifikan pada model tanpa kontrol (? = ?8,41), setelah kontrol status sosial ekonomi (? = ?10,37), dan setelah penambahan gender (? = ?10,27); seluruhnya p < 0,001. Status sosial ekonomi berasosiasi positif, sementara koefisien gender tidak signifikan dalam model lengkap. Temuan menunjukkan hubungan statistik, bukan pengaruh kausal. Keterbatasan sampel analitis dan kemungkinan penyaringan kuesioner perlu diperhatikan dalam interpretasi temuan.
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