The Effect of Information Literacy on Students’ Critical Ability in Filtering Disinformation: A Case Study of Library and Information Science Students at Universitas Negeri Padang

Abstract

The rapid advancement of digital technology has accelerated information dissemination while simultaneously increasing exposure to disinformation, thereby requiring individuals to critically assess the credibility of information. This study examines the influence of information literacy on students’ critical ability to filter disinformation in the Library and Information Science Program at Universitas Negeri Padang. A quantitative survey design was employed, involving 73 students selected through proportionate stratified sampling from a population of 267 students. Data were collected using a questionnaire based on a four-point Likert scale and analyzed through descriptive statistics and simple linear regression. The findings indicate that both information literacy and students’ critical ability were categorized as high, with each variable obtaining a mean score of 3.16. Information literacy positively and significantly predicted students’ critical ability to filter disinformation, as demonstrated by a regression coefficient of 0.412, a t-value of 4.446, and p < .001. These findings confirm that information literacy is an important factor in strengthening students’ capacity to evaluate information credibility and identify potentially misleading content. The study contributes empirical evidence concerning the role of information literacy in developing critical evaluation abilities among Library and Information Science students. Practically, the findings highlight the need for higher education institutions to integrate source evaluation, information verification, and critical thinking more systematically into teaching and learning strategies.