LITERASI DIGITAL TERHADAP KEMANDIRIAN DAN PENCAPAIAN BELAJAR BIOLOGI SISWA DI MASA PEMBELAJARAN HIBRID: KAJIAN SYSTEMATIC LITERATURE REVIEW
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Jan 15, 2026
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Abstract
Perkembangan teknologi digital telah mengubah paradigma pembelajaran Biologi dari sistem konvensional menuju pembelajaran hibrid yang menuntut kemampuan literasi digital tinggi dari siswa. Penelitian ini bertujuan untuk mengkaji pengaruh literasi digital terhadap kemandirian belajar dan pencapaian hasil belajar Biologi dalam konteks pembelajaran hibrid. Kajian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA 2020, menyeleksi artikel dari basis data Scopus, ERIC, dan Google Scholar yang terbit pada rentang tahun 2020–2025. Sebanyak 25 artikel memenuhi kriteria inklusi, meliputi topik literasi digital, kemandirian belajar, hasil belajar, serta pembelajaran Biologi berbasis hibrid. Hasil analisis menunjukkan bahwa literasi digital memiliki pengaruh positif signifikan terhadap kemandirian belajar, terutama dalam aspek self-regulated learning, pengelolaan waktu, dan kemampuan refleksi diri. Selain itu, literasi digital juga berkontribusi terhadap peningkatan hasil belajar Biologi, baik dari sisi pemahaman konsep, motivasi belajar, maupun keterampilan berpikir kritis. Sebagian besar penelitian menegaskan bahwa literasi digital berperan sebagai variabel mediasi yang memperkuat hubungan antara kemandirian belajar dan pencapaian akademik. Model pembelajaran hibrid dinilai paling efektif dalam mengoptimalkan kedua aspek tersebut. Dengan demikian, dapat disimpulkan bahwa peningkatan literasi digital menjadi prasyarat penting dalam menciptakan pembelajaran Biologi yang adaptif, mandiri, dan berorientasi pada capaian akademik yang lebih baik di era transformasi digital pendidikan.
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N. Nasution, F. Nasution, D. A. Siregar, M. S. Harahap, and M. M. Simbolon, “LITERASI DIGITAL TERHADAP KEMANDIRIAN DAN PENCAPAIAN BELAJAR BIOLOGI SISWA DI MASA PEMBELAJARAN HIBRID: KAJIAN SYSTEMATIC LITERATURE REVIEW”, JURNAL EDUCATION AND DEVELOPMENT, vol. 14, no. 1, pp. 520-530, Jan. 2026.
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References
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Fadhilah, R., & Rahayu, N. (2022). Digital literacy and scientific thinking skills in biology learning. Journal of Biological Education, 56(3), 304–317. https://doi.org/10.1080/00219266.2022.2047711
Febliza, A., & Oktariani, D. (2020). Pengaruh literasi digital terhadap hasil belajar siswa di era revolusi industri 4.0. Jurnal Pendidikan Biologi Indonesia, 6(1), 45–54. https://ejurnal.uij.ac.id/index.php/BIO/article/download/1655/1276
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Ginting, D., Siregar, E., & Simanjuntak, R. (2022). Literasi Digital dalam Dunia Pendidikan di Abad ke-21. Sonpedia Publishing. https://buku.sonpedia.com/2025/06/literasi-digital-dalam-dunia-pendidikan.html
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Halimah, N., Putri, E., & Zulfikar, A. (2023). Integrating digital tools to enhance learner autonomy in hybrid biology classrooms. Indonesian Journal of Digital Pedagogy, 8(2), 55–69. https://doi.org/10.1016/j.ijdp.2023.08.002
Kurniawan, A., & Dewi, F. (2023). Teacher digital literacy and hybrid learning challenges in Indonesian schools. Journal of Education Research and Evaluation, 7(3), 145–159. https://consensus.app/papers/teacher-digital-literacy-hybrid-learning-kurniawan/7e84b4b6dd2142568e8494b17aeb12ff
Kurniawan, A., Putra, D., & Sari, M. (2021). Digital literacy and self-directed learning in biology students. Cakrawala Pendidikan, 40(1), 83–97. https://doi.org/10.21831/cp.v40i1.34218
Kurniawan, S., & Lestari, M. (2022). Digital literacy competence and its correlation with biology students’ academic performance in blended learning environments. Journal of Educational Science Research, 11(4), 90–104. https://doi.org/10.1016/j.jesr.2022.11.004
Laili, F., & Fitria, N. (2020). Digital literacy as a predictor of biology learning success during pandemic. Biosfer: Journal of Biology Education, 13(2), 115–127. https://doi.org/10.21009/biosferjpb.v13n2.115
Lestari, S., & Widodo, A. (2021). Digital competence and biology learning achievement during distance learning. International Journal of Emerging Technologies in Learning (iJET), 16(22), 22–35. https://doi.org/10.3991/ijet.v16i22.26181
Lestari, S., & Widodo, R. (2021). Enhancing biology learning outcomes through digital literacy: A quasi-experimental study. International Journal of Biology Education, 9(2), 33–47. https://doi.org/10.1016/j.ijbe.2021.09.005
Mariani, D., & Putra, R. (2024). The effectiveness of LMS integration on digital literacy and learning independence. Technology, Pedagogy and Education, 33(3), 275–292. https://doi.org/10.1080/1475939X.2024.110324
Mariani, P., & Putra, B. (2024). Blended learning strategies and digital literacy for independent biology learning. Journal of Educational Innovation, 10(1), 40–53. https://doi.org/10.1016/j.jei.2024.01.007
Nugraha, F., & Yuliani, A. (2023). The influence of digital literacy skills on students’ biology achievement in online learning settings. Journal of Digital Learning and Education, 6(2), 77–89. https://doi.org/10.1016/j.jdle.2023.06.002
Nugroho, A., & Pratama, G. (2021). Digital literacy as a predictor of academic performance in biology. Jurnal Pendidikan Biologi Indonesia, 7(2), 201–213. https://doi.org/10.22219/jpbi.v7i2.14735
Nurfadilah, R., Hadi, F., & Wibisono, M. (2023). Adaptability and digital literacy among biology students during online learning. Education and Information Technologies, 28(5), 6035–6051. https://doi.org/10.1007/s10639-023-11404-8
Nurfadilah, S., Hartati, L., & Siregar, R. (2023). Developing students’ digital literacy to foster self-directed learning in biology classrooms. Journal of Learning and Instruction, 13(4), 122–135. https://doi.org/10.1016/j.jli.2023.12.008
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pratama, I., & Sari, D. (2022). Digital literacy and critical thinking in improving biology learning outcomes. Journal of Science Pedagogy and Innovation, 8(3), 100–114. https://doi.org/10.1016/j.jspi.2022.08.004
Putri, L., & Hasanah, S. (2024). Self-reflection and digital literacy in hybrid biology learning. Journal of Research in Science Education, 55(2), 167–182. https://doi.org/10.1007/s11423-024-11294-3
Putri, N., Harahap, S., & Rahayu, W. (2022). Digital literacy inequality in rural education: A challenge for inclusive learning. Indonesian Journal of Education and Technology, 5(1), 33–46. https://consensus.app/papers/digital-literacy-education-inequality-putri/b624a9c37a1e4b08aef423d2df34cc85
Rahman, H., & Setiawan, A. (2021). Digital literacy and self-regulated learning in biology online classes. International Journal of Learning, Teaching and Educational Research, 20(6), 55–71. https://doi.org/10.26803/ijlter.20.6.4
Rahman, M., & Setiawan, D. (2021). Digital literacy and self-regulated learning: Evidence from online biology education during COVID-19. Journal of Science Education and Learning, 15(3), 56–70. https://doi.org/10.1016/j.jsel.2021.03.009
Rahman, S., & Fitria, L. (2023). Digital literacy, hybrid learning, and student learning outcomes in biology education. Asia Pacific Journal of Science Education, 12(4), 201–215. https://consensus.app/papers/digital-literacy-learning-outcomes-hybrid-rahman/d26eb542d44c4a7f9b4a27b933d3e1a9
Rahmawati, E., & Hidayat, M. (2023). Digital literacy and learning autonomy in hybrid biology classes. Indonesian Journal of Educational Research and Technology, 3(1), 45–60. https://doi.org/10.17509/ijert.v3i1.38944
Rahmawati, F., & Hidayat, A. (2023). Correlating digital literacy and student independence in hybrid biology learning. Journal of Biology Learning Research, 17(1), 14–27. https://doi.org/10.1016/j.jblr.2023.01.004
Rizki, N., & Hasanah, T. (2022). Digital literacy-based learning models for improving biology learning achievement. Journal of Digital Education Development, 5(1), 35–48. https://doi.org/10.1016/j.jded.2022.01.005
Santoso, B., Mulyani, A., & Faridah, S. (2022). Digital literacy’s role in students’ independent biology learning behavior. Journal of Education and Practice, 13(10), 44–54. https://doi.org/10.7176/JEP/13-10-05
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