The influence of digital literacy and cognitive strategies on junior high school students’ conceptual understanding
DOI:
https://doi.org/10.29407/jmen.v12i1.28160Keywords:
digital literacy, cognitive strategies, conceptual understandingAbstract
The rapid integration of digital technology into mathematics learning has transformed how students access, process, and internalize conceptual knowledge. This study aims to analyze the influence of digital literacy and cognitive strategies on students’ conceptual understanding at SMP Islam Kota Denpasar. Using a quantitative explanatory design, the study involved 93 eighth-grade students selected through Slovin’s formula from a population of 120 students. Data were collected using validated and reliable instruments, including a digital literacy questionnaire, a cognitive strategy questionnaire, and a conceptual understanding test. The data were analyzed using multiple linear regression after meeting all classical assumptions, such as normality, linearity, multicollinearity, and heteroscedasticity. The results show that all instruments were valid and reliable, and the regression model met the required statistical assumptions. Partially, digital literacy significantly influenced conceptual understanding (t = 5.832; p = 0.000), and cognitive strategies also had a significant effect (t = 5.112; p = 0.000). Simultaneously, both variables significantly contributed to conceptual understanding, as indicated by the F-value of 56.214 (p = 0.000). The coefficient of determination (R² = 0.603) reveals that 60.3% of the variance in conceptual understanding was explained by digital literacy and cognitive strategies. These findings highlight the essential role of digital competence and higher-order cognitive processing in strengthening students’ conceptual mastery in mathematics.
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