¹Putriana Damayanty,²Herminarto Sofyan

^1,2Prodi Magister Teknologi Pembelajaran, Universitas Negeri Yogyakarta, Jl. Colombo no.1 Yogyakarta

This study aimed to (1) examine the relationship between facilities and students' digital literacy in junior high schools, (2) explore the association between learning motivation and students' digital literacy in junior high schools, (3) investigate the correlation between parental involvement and students' digital literacy in junior high schools, and (4) examine the relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools. This research employed a quantitative descriptive approach with an ex post facto design. The subjects of this study were students of State Junior High School 4 Pakem (SMP Negeri 4 Pakem), Yogyakarta, Indonesia, in the seventh and eighth grades. The sampling used a random technique totaling 178 respondents. Data analysis involved correlation and multiple regression analyses. The results indicated the following: (1) there was a significant correlation between facilities and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.407 and a significance value of 0.000 (p < 0.05); (2) a significant correlation existed between students' learning motivation and their digital literacy in junior high schools, with a computed correlation coefficient of 0.449 and a significance value of 0.000 (p < 0.05); (3) a significant correlation was found between parental involvement and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.508 and a significance value of 0.000 (p < 0.05); (4) there was a relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools, as evidenced by the multiple regression analysis, which yielded a computed F-value of 29.693 and a significance value of 0.000 (p < 0.05), with an R2 value of 0.339. This implies that facilities, learning motivation, and parental involvement collectively contribute to 33.9% of students' digital literacy in junior high schools.

infrastructure, learning motivation, parental role, digital literacy

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