<![CDATA[Digital transformation in Pancasila Education needs to go beyond simply transmitting knowledge and should instead help students to build arguments based on evidence, evaluate information, ask critical questions, and rationally assess different points of view. The present study is concerned with analysing the critical-thinking practices that students perceive after taking part in Digital Argument-Based Learning (D-ABL) within the context of Pancasila Education. A quantitative descriptive post-implementation study was carried out with 118 students in Grade XI. Data were gathered through a Likert-scale questionnaire which included five indicators: constructing evidence-based arguments, evaluating the quality of arguments, asking critical questions, providing logical justifications, and objectively assessing opposing arguments. The questionnaire showed good internal consistency (Cronbach’s α = .826). The results indicated that the overall score for critical-thinking practices was M = 4.03 (SD = 0.53). The highest proportion of positive responses was recorded for being able to tell the difference between strong and weak arguments (84.7%), then for asking critical questions (80.5%), followed by constructing arguments on the basis of data or facts (79.7%), giving logical reasons (79.7%), and objectively evaluating opposing arguments (73.7%). These findings show that D-ABL creates a learning environment in which students are able to engage in evidence-based reasoning, argument evaluation, and perspective-taking. Since this is a descriptive post-implementation study, it provides an empirical profile of the critical- thinking practices that students perceive following their experience of D-ABL. It forms a basis upon which the effectiveness of D-ABL can be tested in future research using experimental or longitudinal designs. The study makes a contribution to the development of digital argumentation teaching methods in Pancasila Education and supports SDG 4: Quality Education.]]>
