Pengaruh Literasi, Numerasi, dan Lingkungan Belajar terhadap Karakter dan Prestasi Belajar Siswa SMA di Kota Kupang

Abstract

The consistently low results of the 2025 Academic Ability Test positioned the Province of East Nusa Tenggara at the lowest rank nationally, underscoring persistent challenges in the region's educational quality. This study sought to assess the conditions of literacy, numeracy, learning environment, character, and learning achievement, and to examine the influence of literacy, numeracy, and learning environment on the character and learning achievement of public senior high school students in Kupang City. A quantitative approach integrating survey and ex post facto designs was employed. A sample of 100 students was selected through proportional stratified random sampling from a population of 10,902 public senior high school students across Kupang City, determined using the Slovin formula. Data were collected via Likert-scale questionnaires and graded achievement tests, and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Descriptive findings indicated that all five variables fell within the high category (mean scores ranging from 2.85 to 2.89), although approximately one-quarter of students remained in the low to very low category, suggesting notable disparities among students. Inferential analysis revealed that literacy, numeracy, and learning environment exerted positive and statistically significant effects on character, with path coefficients of 0.217, 0.280, and 0.500, respectively (p < 0.05), and on learning achievement, with path coefficients of 0.409, 0.247, and 0.323, respectively (p < 0.05). Collectively, these three variables accounted for 96.8% of the variance in character and 93.1% of the variance in learning achievement, indicating substantial explanatory power. Learning environment emerged as the strongest predictor of character, whereas literacy proved to be the strongest predictor of learning achievement. These findings affirm the critical role of an integrated strategy encompassing literacy, numeracy, and school climate enhancement in advancing educational quality. Accordingly, it is recommended that schools, education authorities, and relevant stakeholders design and implement integrated intervention programs prioritizing the strengthening of the learning environment and student literacy, as a strategic measure to enhance the character and learning achievement of senior high school students in Kupang City, thereby contributing to improved Academic Ability Test outcomes in the Province of East Nusa Tenggara.