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All Journal International Journal of Educational Research Excellence (IJERE) PIJAR: Jurnal Pendidikan dan Pengajaran
Andi Hidayati
Universitas Pejuang Republik Indonesia (UPRI) Makassar, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Digital Literacy Integration on Critical Thinking Skills in Secondary School Students: A Quasi-Experimental Study Kaso Mustamin; Andi Hidayati; Yusuf; Etty Rosmiati; Muhammad Al Muhajir; Sumarni Rumfot
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1989

Abstract

The rapid digitalization of education demands the integration of digital literacy into instruction, yet empirical evidence on its effect on higher-order thinking in Indonesian secondary schools remains scarce. This quasi-experimental study examined the impact of systematic digital literacy integration on students’ critical thinking skills. A total of 128 eleventh-grade students from two public senior high schools in West Sumatra participated, assigned to an experimental group (n=64) receiving technology-enhanced, inquiry-based learning with embedded digital literacy activities and a control group (n=64) following conventional instruction. Critical thinking was measured using an adapted Cornell Critical Thinking Test Level X before and after a 10-week intervention. Analysis of covariance, controlling for pretest scores and prior digital access, revealed a significant large effect of the intervention (F(1,124)=127.84, p<.001, partial η²=.508). The experimental group’s adjusted posttest mean (M=63.28, SE=0.61) substantially exceeded that of the control group (M=52.14, SE=0.61). Subscale analysis indicated significant improvements in induction, deduction, evaluation, and inference. Effect sizes ranged from Cohen’s d=1.42 for the total score to d=0.94 for evaluation. These findings demonstrate that deliberate integration of digital literacy can robustly enhance secondary students’ critical thinking, offering a scalable, evidence-based model for 21st-century curriculum reform in Indonesia
The Impact of Differentiated Instruction on Students' Critical Thinking Skills in Secondary Science Classrooms: A Quasi-Experimental Study Kaso Mustamin; Andi Hidayati; Jumriah; Anam Besari; Emanuel B S Kase
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 3 (2026): Agustus
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i3.2239

Abstract

Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints.
Co-Authors Anam Besari Emanuel B S Kase Etty Rosmiati Jumriah Kaso Mustamin Muhammad Al Muhajir Sumarni Rumfot Yusuf