Predicting Elementary Students' Learning Outcomes: A Multiple Regression Analysis of Technology Utilization, Parental Involvement, and Learning Engagement
DOI:
https://doi.org/10.21831/jipsindo.v13i2.101295Keywords:
learning technology utilization, parental involvement, earning engagement, learning outcomes, multiple regressionAbstract
Elementary students' learning outcomes are commonly assumed to depend on classroom instruction alone, yet a growing body of research suggests that outcomes are better explained as a joint product of school-based, family-based, and student-based factors. This study examined how learning technology utilization, parental involvement, and learning engagement jointly predict the learning outcomes of fifth-grade students across eight elementary schools in the Semangat Cluster, Ringinrejo District. Using a quantitative, ex post facto, causal-correlational design, data were collected through questionnaires from the entire population of 140 students (total sampling) and analyzed with multiple linear regression in Jamovi 2.7. The instrument showed strong item validity (item-rest correlation .479–.686) and excellent reliability (Cronbach's alpha = .962). Classical assumption checks indicated normally distributed residuals, a linear relationship between predictors and outcome, no multicollinearity (tolerance > .10, VIF < 10 for all predictors), and homoscedastic residuals. Partial tests showed that technology utilization (B = .275, t = 7.18), parental involvement (B = .218, t = 6.23), and learning engagement (B = .361, t = 9.21) each predicted learning outcomes positively and significantly (p < .001 for all). The three predictors jointly explained 79.9% of the variance in learning outcomes (R = .894, R² = .799, F(3, 136) = 181.00, p < .001), with learning engagement emerging as the strongest predictor. These findings suggest that raising elementary students' learning outcomes is unlikely to succeed through any single lever alone, and instead calls for coordinated attention to classroom technology use, family involvement, and students' active participation in learning
learning technology utilization
References
Afifah, D. S. N. (2023). Pemanfaatan teknologi pembelajaran dalam meningkatkan keaktifan dan hasil belajar siswa. Jurnal Teknologi Pendidikan, 15(1), 45–52.
Alotaibi, A. A. (2024). Game-based learning in education: A meta-analytic review of effects on motivation and academic achievement. Computers & Education, 210, 104998.
Asrori, M. A. R., Koiriyah, K., & Purwananti, Y. S. (2023). Pengembangan konten Canva sebagai media pembelajaran untuk meningkatkan motivasi belajar siswa. Efektor, 10(2), 242–252. https://doi.org/10.29407/e.v10i2.20399
Baber, H. (2020). Determinants of students' perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press. [not listed in the thesis bibliography; verify edition/page details before submission]
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Ghozali, I. (2016). Aplikasi analisis multivariate dengan program IBM SPSS 23 (8th ed.). Badan Penerbit Universitas Diponegoro.
Hariyadi, D., Sujono, I., & Asrori, M. A. R. (2025). Pengaruh lingkungan belajar, budaya literasi dan sarana prasarana terhadap hasil asesmen nasional sekolah dasar negeri di Kecamatan Tulungagung. Efektor, 12(1). https://doi.org/10.29407/e.v12i1.25231
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
Margareta, N., Dwi Asviani, F., Astuti, A., Pashya Koela, G., & Hariana, K. (2024). Implementasi teknologi pembelajaran era digital untuk meningkatkan hasil belajar siswa di sekolah dasar. Jurnal Dikdas, 12, 153–170.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Rindrayani, S. R. (2022). Peran orang tua dalam meningkatkan hasil belajar siswa sekolah dasar. Jurnal Educatio, 8(4), 1669–1676.
Runisyah. (2023). Penggunaan teknologi pendidikan dalam pengajaran di sekolah dasar: Tren dan dampaknya terhadap hasil belajar siswa. Pendikdas: Jurnal Pendidikan Sekolah Dasar, 5(1), 70–80.
Sayekti, R. D. A., & Ika, C. (2024). Peningkatan keaktifan belajar dan hasil belajar siswa melalui model pembelajaran kooperatif tipe Team Games Tournament pada pembelajaran matematika kelas V sekolah dasar. Jurnal Pendidikan Dasar, 8, 339–353.
Stockton, R., & Kerlinger, F. N. (1974). Foundations of behavioral research (4th ed.). Holt, Rinehart and Winston.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tegeh, I. M., & Pratiwi, N. L. A. (2023). Hubungan antara motivasi belajar dan keaktifan belajar dengan hasil belajar IPA siswa kelas V SD. Jurnal Elementaria Edukasia, 6(2), 328–338. https://doi.org/10.31949/jee.v6i2.5401
Thalib, A., & Istiqamah, N. (2021). Pengaruh peran orang tua terhadap hasil belajar siswa. Jurnal Pendidikan Glasser, 5(2), 83. https://doi.org/10.32529/glasser.v5i2.1048
Yang, X. (2023). Parental involvement and student engagement: A meta-analysis. Educational Psychology Review, 35(2), 1–29.
Zamzani, N., Febryanti, & Rahayu, A. (2022). Pengaruh keaktifan belajar dan minat belajar terhadap hasil belajar matematika peserta didik. Jurnal Pendidikan Dasar, 4.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Diaudin, Imam Sujono, Muhamad Abdul Roziq Asrori
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/jipsindo.
