The influence of Digital Literacy and Learning Independence on Learning Outcomes in Statistics Courses

The problems faced in class are that students do not utilize technology and lack learning independence, resulting in statistics courses whose grades are below the Minimum Completeness Criteria (MCC). The research objectives are to determine: 1) the influence of digital literacy on statistical learning outcomes; 2) the influence of learning independence on statistical learning outcomes; and 3) the influence of digital literacy and learning independence on statistical learning outcomes. This research is an ex-post facto study conducted in the Department of Educational Technology by taking a research sample of 90 students and testing the instrument on 25 students. The data analysis technique uses multiple linear regression analyses with prerequisite analysis tests, namely the normality test, linearity test, multicollinearity test, and heteroscedasticity test. The data collection technique uses a questionnaire for the digital literacy and learning independence variables, while the statistics learning outcomes variable uses documentation of the final grades in statistics courses. The research results show that: 1) there is a significant influence of digital literacy (X1) on statistics learning outcomes (Y), amounting to sig. 0.00 < 0.05 and R square = 73.5%. 2) There is a significant influence of learning independence (X2) on statistics learning outcomes (Y), amounting to sig. 0.00 < 0.05 and R square = 48.6%. 3) There is a significant influence of digital literacy (X1) and learning independence (X2) simultaneously on statistical learning outcomes (Y) of sig. 0.00 < 0.05 R square = 75.7%. The research conclusion is that there is an influence is that there is a significant influence of digital literacy and learning independence, both partially and simultaneously, on student learning outcomes.