THE EFFECT OF READING LITERACY ON STUDENTS' LEARNING ACHIEVEMENT IN SOCIAL STUDIES (IPS) AMONG EIGHTH-GRADE STUDENTS OF SMP ISLAM AL-IKHLAS, BEKASI CITY

Abstract

This study aims to determine the effect of reading literacy on students' learning achievement in the Social Studies (IPS) subject among eighth-grade students of SMP Islam Al-Ikhlas, Bekasi City. This research used a quantitative method with an associative approach. The population consisted of 98 students, with a sample of 73 students determined using the Isaac and Michael table at a 10% error rate through proportionate stratified random sampling. Data on reading literacy (variable X) were collected through a Likert-scale questionnaire consisting of 24 valid items, while data on learning achievement (variable Y) were obtained from students' IPS report card grades. The data analysis techniques included normality testing, linearity testing, simple linear regression analysis, correlation coefficient, coefficient of determination, and t-test. The results show that the data for both variables are normally distributed (Asymp. Sig. of 0.633 for reading literacy and 0.559 for learning achievement) and linear in relationship (Deviation from Linearity of 0.199). The regression analysis produced the equation Y = 76.722 + 0.117X, with a correlation coefficient (r) of 0.122 and a coefficient of determination (R Square) of 0.015, indicating that reading literacy accounts for only 1.5% of the variation in students' learning achievement, while the remaining 98.5% is influenced by other factors. The t-test result shows a t-value of 1.040 with a significance of 0.302 (> 0.05), meaning H0 is accepted and Ha is rejected. Thus, it can be concluded that reading literacy does not have a significant effect on the learning achievement of eighth-grade students of SMP Islam Al-Ikhlas, Bekasi City, in the Social Studies subject, although the relationship between the two variables remains positive.