Curiosity as a Predictor of Internet Utilization as a Learning Resource Among University Students
DOI:
https://doi.org/10.26740/jptt.v17n02.p179-189Keywords:
Curiosity, internet utilization, learning resources, university studentsAbstract
Background: The internet is playing an increasingly important role as a learning resource. However, widespread access does not guarantee its effective use for learning. Previous studies have highlighted the role of curiosity in information seeking and the adoption of learning technologies, but empirical evidence that explicitly models curiosity as a predictor of internet use as a learning resource is still limited. Objective: This study aims to examine the effect of curiosity on internet utilization as a learning resource. Method: This study uses a quantitative cross-sectional design and involves 96 students selected through random sampling techniques. Curiosity scales and an internet utilization as a learning resource scale were analyzed using linear regression. Data were collected using a curiosity scale and an internet utilization as a learning resource scale, and analyzed using linear regression. Results: The findings show that curiosity influences the use of the internet as a learning resource (R² = 0.171). The regression model is statistically significant and suitable for predicting the use of the internet as a learning resource based on curiosity, with an F value of 19.382 and significance of 0.000 (p < 0.005). The findings confirm that curiosity is a contextual predictor and emphasize the importance of learning designs that encourage epistemic curiosity to support optimal, reflective, and responsible internet use.
Latar Belakang: Internet semakin berperan penting sebagai sumber belajar. Namun, akses yang luas tidak menjamin pemanfaatannya secara efektif untuk pembelajaran. Penelitian sebelumnya telah menyoroti peran rasa ingin tahu dalam pencarian informasi dan adopsi teknologi pembelajaran, tetapi bukti empiris yang secara eksplisit memodelkan rasa ingin tahu sebagai prediktor pemanfaatan internet sebagai sumber belajar masih terbatas. Tujuan: Penelitian ini bertujuan untuk menguji pengaruh rasa ingin tahu terhadap pemanfaatan internet sebagai sumber belajar. Metode: Penelitian ini menggunakan metode kuantitatif cross-sectional design dan melibatkan 96 mahasiswa yang dipilih melalui teknik pengambilan sampel acak. Skala rasa ingin tahu dan skala pemanfaatan internet sebagai sumber belajar digunakan, kemudian dianalisis menggunakan regresi linear. Hasil: Temuan menunjukkan bahwa rasa ingin tahu berpengaruh terhadap pemanfatan internet sebagai sumber belajar (R² = 0,171). Model regresi secara statistik juga signifikan dan cocok untuk memprediksi pemanfaatan internet sebagai sumber belajar berdasarkan rasa ingin tahu, dengan nilai F 19,382, signifikansi 0,000 (p < 0,005). Temuan penelitian ini menegaskan bahwa rasa ingin tahu merupakan prediktor yang bersifat kontekstual, serta menekankan pentingnya pembelajaran yang mendorong rasa ingin tahu epistemik guna mendukung pemanfaatan internet secara optimal, reflektif, dan bertanggung jawab.
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