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All Journal Jurnal Civics: Media Kajian Kewarganegaraan
Mohammad Miftahusyai'an
UIN Maulana Malik Ibrahim Malang
Education Social Sciences

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The differential effects of critical thinking and digital literacy on civic engagement in project-based civic learning: Evidence from Indonesian higher education Galih Puji Mulyoto; Agus Mukti Wibowo; Mohammad Miftahusyai'an; Basori Basori; Varidlo Fuad
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.96905

Abstract

This study examined how critical thinking and digital literacy contribute to civic engagement among pre-service primary school teachers in a Civic Education course using Project-Based Civic Learning (PjBCL) at an Indonesian university. Using a quantitative correlational design, data from 126 students were analysed with partial least squares structural equation modelling. Pre-post gains were large for critical thinking (d = 1.116), digital literacy (d = 1.418) and civic engagement (d = 1.726). The two competencies operated through different mechanisms. Critical thinking partially mediated the effect of PjBCL on civic engagement (indirect effect = 0.038; 95% CI [0.012, 0.072]), whereas digital literacy did not. Although digital literacy was the strongest direct predictor of civic engagement (β = 0.350; f² = 0.124), its link with PjBCL was negligible (β = 0.004; Q² = 0.001), suggesting students develop it mainly through informal online engagement rather than the curriculum. Building on dual-process theory, the study proposes Digitally Scaffolded Civic Learning (DSCL), which embeds digital literacy in each stage of project-based civic instruction, offering implications for curriculum planners in Indonesian civic education.
Co-Authors Agus Mukti Wibowo Basori Basori Galih Puji Mulyoto Varidlo Fuad