Electronic Theses and Dissertation

Aja Haifa Salsabila. (2026). Pengaruh visualisasi Learning Analytics terhadap kemampuan kemandirian belajar mahasiwa Pendidikan fisika. Skripsi. Universitas Syiah Kuala, Fakultas Keguruan dan Ilmu Pendidikan. Dibawah bimbingan Dr. Drs. Elmi Mahzum, M.IT. dan Mawarni Saputri, M.Pd.

Penelitian ini bertujuan untuk mengetahui pengaruh visualisasi Learning Analytics terhadap kemandirian belajar mahasiswa Pendidikan Fisika. Penelitian ini menggunakan pendekatan kuantitatif dengan metode regresi linear sederhana. Populasi dalam penelitian ini adalah mahasiswa Pendidikan Fisika FKIP Universitas Syiah Kuala dengan jumlah sampel sebanyak 70 mahasiswa. Teknik pengumpulan data dilakukan menggunakan angket visualisasi Learning Analytics dan angket kemandirian belajar mahasiswa. Instrumen penelitian terlebih dahulu diuji validitas oleh dosen ahli dan diuji reliabilitas menggunakan Cronbach’s Alpha. Hasil uji reliabilitas menunjukkan bahwa variabel visualisasi Learning Analytics memiliki nilai Cronbach’s Alpha sebesar 0,953 dan variabel kemandirian belajar sebesar 0,927 sehingga kedua instrumen dinyatakan reliabel. Uji normalitas menggunakan Kolmogorov-Smirnov menunjukkan bahwa data berdistribusi normal karena nilai D Hitung < D tabel. Hasil analisis regresi linear sederhana diperoleh persamaan Y=68,468+0,658X yang menunjukkan adanya hubungan positif antara visualisasi Learning Analytics dan kemandirian belajar mahasiswa. Hasil uji t menunjukkan nilai t hitung sebesar 6,946 > t tabel sebesar 1,995,sehingga dapat disimpulkan bahwa visualisasi Learning Analytics berpengaruh secara signifikan terhadap kemandirian belajar mahasiswa Pendidikan Fisika. Selain itu, hasil koefisien determinasi menunjukkan nilai sebesar R2=41,51% yang berarti visualisasi Learning Analytics memberikan kontribusi sebesar 41,51% terhadap kemandirian belajar mahasiswa, sedangkan sisanya dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, dapat disimpulkan bahwa visualisasi Learning Analytics memiliki pengaruh positif dan signifikan terhadap kemandirian belajar mahasiswa Pendidikan Fisika.

Kata kunci: Visualisasi Learning Analytics, Kemandirian Belajar, Mahasiswa Pendidikan Fisika
 

Aja Haifa Salsabila. (2026). The Effect of Learning Analytics Visualization on the Independent Learning Ability of Physics Education Students. Skripsi. Universitas Syiah Kuala, Fakultas Keguruan dan Ilmu Pendidikan. Supervised by Dr. Drs. Elmi Mahzum, M.IT., dan Mawarni Saputri, M.Pd. This study aims to determine the effect of Learning Analytics visualization on the learning independence of Physics Education students. This study uses a quantitative approach with the simple linear regression method. The population in this study consists of Physics Education students at the Faculty of Teacher Training and Education, Syiah Kuala University, with a sample size of 70 students. Data collection was conducted using a Learning Analytics visualization questionnaire and a student learning independence questionnaire. The research instruments were first tested for validity by expert lecturers and for reliability using Cronbach’s Alpha. The reliability test results showed that the Learning Analytics visualization variable had a Cronbach’s Alpha value of 0.953 and the student learning autonomy variable had a value of 0.927, so both instruments were deemed reliable. A normality test using the Kolmogorov-Smirnov test showed that the data were normally distributed because the calculated D value was less than the table D value. The results of the simple linear regression analysis yielded the equation Y = 68.468 + 0.658X, indicating a positive relationship between Learning Analytics visualization and student learning autonomy. The t-test results showed that the t-count value was 6.946, which was higher than the t-table value of 1.995 (6.946 > 1.995). Therefore, it can be concluded that the visualization of Learning Analytics has a significant effect on the learning autonomy of Physics Education students. Furthermore, the coefficient of determination indicates an R² value of 41.51%, meaning that the visualization of Learning Analytics contributes 41.51% to students’ learning autonomy, while the remainder is influenced by other factors outside the scope of this study. Thus, it can be concluded that the visualization of Learning Analytics has a positive and significant effect on the learning autonomy of Physics Education students. Keywords: Visualization Of Learning Analytics, Independent Learning, Physics Education Students