The Effects of Digital Literacy, Interpersonal Communication, and Self-Regulated Learning on Students' Critical Thinking Skills
Abstract
This study analyzes the effects of digital literacy, interpersonal communication, and self-regulated learning on students' critical thinking skills in economics learning at SMA Negeri 1 Sidareja. Using a quantitative survey design, this study involved 151 grade XI students selected from a population of 249 through proportional random sampling. Data were collected through a 50-item closed questionnaire with a five-point Likert scale and analyzed using multiple linear regression after validity, reliability, and classical assumption tests. The results indicate that digital literacy, interpersonal communication, and self-regulated learning are positively and significantly associated with students' critical thinking skills. The model obtained R = 0.755, R Square = 0.570, and Adjusted R Square = 0.561, showing that the three predictors explain 56.1% of the variance in critical thinking skills. Digital literacy had the strongest standardized coefficient, followed by interpersonal communication and self-regulated learning. These findings contribute to economics education by showing that students' critical thinking is shaped not only by individual learning independence, but also by their ability to evaluate digital information and participate in dialogic classroom interaction. The study suggests that economics teachers should design learning activities involving source evaluation, case-based discussion, and reflective independent tasks.
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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
Amalia, A., Syafitri, L. F., Sari, V. T. A., & Rohaeti, E. E. (2018). Hubungan antara kemampuan pemecahan masalah matematika dengan self-efficacy dan kemandirian belajar siswa SMP. Jurnal Pembelajaran Matematika Inovatif, 1(5), 887–894. https://doi.org/10.22460/jpmi.v1i5.p887-894
Andini, P. D., Ramadhan, R., & Kur’ani, N. (2024). Keterampilan literasi digital sebagai prediktor berpikir kritis mahasiswa. Eksistensi, 6(1), 27–34. https://doi.org/10.29406/eksis.v6i1.5954
Anugraheni, N., & Adhistana, G. A. Y. P. (2023). Kemampuan berpikir kritis ditinjau dari self-regulated learning siswa kelas X DPIB SMK Negeri 3 Surabaya. Jurnal Kajian Pendidikan Teknik Bangunan, 9(1), 21–27.
Asmar, A., & Delyana, H. (2020). Hubungan kemandirian belajar terhadap kemampuan berpikir kritis melalui penggunaan software Geogebra. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2), 221–230. https://doi.org/10.24127/ajpm.v9i2.2758
DeVito, J. A. (2016). The interpersonal communication book (14th ed.). Pearson.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment. https://www.researchgate.net/publication/251303244
Ghimby, D. A. B. (2022). Pengaruh self-regulated learning terhadap kemampuan berpikir kritis dan hasil belajar. Journal of Educational and Language Research, 1(12), 2091–2104. https://doi.org/10.53625/joel.v1i12.3014
Gyurova, V., & Zeleeva, V. (2017). The Knowledge And Skills Of The 21st Century Teachers. European Proceedings of Social and Behavioural Sciences, 282–291. https://doi.org/10.15405/epsbs.2017.08.02.34
Maksum, M. P., Najmudin, N., & Sunarko, B. (2023). The effect of e-book use, digital literacy and availability of library book collections on learning achievement. Soedirman Economics Education Journal, 5(1), 55–65. https://doi.org/10.32424/seej.v5i1.8275
Maman, R. (2021). Materi kuliah: Komunikasi interpersonal. Babunnajah Pandeglang.
Marnita, F. (2023). Literasi digital dalam meningkatkan kemampuan berpikir kritis pada mata kuliah IPBA. Berkala Fisika Indonesia: Jurnal Ilmiah Fisika, Pembelajaran Dan Aplikasinya, 14(1), 46–54. https://doi.org/10.12928/bfi-jifpa.v14i1.25524
Nasionalita, K., & Nugroho, C. (2020). Indeks literasi digital generasi milenial di Kabupaten Bandung. Jurnal Ilmu Komunikasi, 18(1), 32–47. http://jurnal.upnyk.ac.id/index.php/komunikasi/index
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
Ningsih, S., & Dukalang, H. H. (2019). Penerapan Metode Suksesif Interval pada Analsis Regresi Linier Berganda. Jambura Journal of Mathematics, 1(1), 43–53. https://doi.org/10.34312/jjom.v1i1.1742
OECD. (2023). PISA 2022 Results (Volume I). OECD Publishing. https://doi.org/10.1787/53f23881-en
Pangestu, P. S., Edwita, E., & Bachtiar, I. G. (2019). Pengaruh kepercayaan diri dan komunikasi interpersonal terhadap kemampuan berpikir kritis siswa sekolah dasar. Taman Cendekia: Jurnal Pendidikan Ke-SD-An, 3(2), 381–387. https://doi.org/10.30738/tc.v3i2.5209
Perwita, D. (2024). The role of problem-centered design to improve critical thinking ability of economic education students: An overview of variations in design core curriculum (V-DCC). AIP Conference Proceedings, 040004. https://doi.org/10.1063/5.0243694
Perwita, D., Widuri, R., & Afif, N. C. (2023). The Influence of the eLDirU LMS, Digital Literacy, and CBL Methods on Learning Achievement. Economic Education Analysis Journal, 12(3), 241–254. https://doi.org/10.15294/eeaj.v12i3.75498
Rochmatika, I., & Yana, E. (2022). Pengaruh Literasi Digital Dan Gaya Belajar Terhadap Kemampuan Berpikir Kritis Siswa SMAN 1 Tukdana. Perspektif Pendidikan Dan Keguruan, 13(1), 64–71. https://doi.org/10.25299/perspektif.2022.vol13(1).9491
Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Houghton Mifflin.
Roslinda, F., Sulistyaningsih, D., & Suprapto, R. (2022). Pengaruh self-regulated learning terhadap kemampuan berpikir kritis matematis siswa. Prosiding Seminar Nasional Unimus. https://prosiding.unimus.ac.id/index.php/semnas/article/view/1232
Safitri, I., Marsidin, S., & Subandi, A. (2020). Analisis Kebijakan terkait Kebijakan Literasi Digital di Sekolah Dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(2), 176–180. https://doi.org/10.31004/edukatif.v2i2.123
Sukowati, S., Sartono, E. K. E., & Pradewi, G. I. (2020). The effect of self-regulated learning strategies on the primary school students’ independent learning skill. Psychology, Evaluation, and Technology in Educational Research, 2(2), 81. https://doi.org/10.33292/petier.v2i2.44
Triningtyas, D. A. (2016). Komunikasi antar pribadi. CV. Ae Media Grafika.
Umam, M. F., & Melati, I. S. (2025). The Effectiveness of Contextual Teaching and Learning to Increase Students’ Self-Confidence and Higher-Order Thinking Skills in Economics Subject at SMA Negeri 1 Demak. Soedirman Economics Education Journal, 7(1), 22–42. https://doi.org/10.32424/seej.v7i1.15553
Widuroyekti, B., Isrofin, B., & Khasanah, D. R. A. U. (2022). Pengembangan konsep diri akademik & kemandirian belajar: Pelaksanaan tutorial web di UPBJJ-UT Semarang. Deepublish.
Winiari, L. P., Santyasa, W., & Suswandi, D. I. (2019). Pengaruh model self-regulated learning terhadap kemampuan berpikir kritis dalam pembelajaran fisika kelas XI MIA di SMA Negeri 1 Temuku. Jurnal Pendidikan Fisika Undiksha, 9(1), 25–33. https://doi.org/10.23887/jjpf.v9i1.20646
Yulianto, A., Mashudi, & Herkulana. (2019). Pengaruh kemampuan komunikasi interpersonal dan efikasi diri terhadap kemampuan berpikir kritis siswa SMA. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(10). https://doi.org/10.26418/jppk.v8i10.36978
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
Published
2026-09-16
How to Cite
PERWITA, Dyah; ARISTA, Fionna Ayu; SUHARNO, Suharno.
The Effects of Digital Literacy, Interpersonal Communication, and Self-Regulated Learning on Students' Critical Thinking Skills.
Soedirman Economics Education Journal, [S.l.], v. 7, n. 2, p. 172-190, sep. 2026.
ISSN 2686-6277.
Available at: <https://jos.unsoed.ac.id/index.php/seej/article/view/21473>. Date accessed: 06 oct. 2026.
doi: https://doi.org/10.32424/seej.v7i2.21473.
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