<![CDATA[In the digital era, social media is increasingly integrated into educational practices. However, its potential remains underutilized for students with special educational needs, particularly slow learners. This study investigates the impact of social media use on the critical thinking skills of slow learners within civic education instruction. A quantitative approach with a cross-sectional survey design was adopted. The sample comprised 55 slow learner students—30 from Junior High School 3 Ponorogo and 25 from Junior High School Muhammadiyah 2 Ponorogo. Data were collected using a validated and reliable questionnaire and analyzed through simple linear regression. The analysis revealed that social media use accounted for 22% of the variance in students’ critical thinking skills (R² = 0.22). The effect size, calculated using Cohen’s f², was 0.282, indicating a moderate effect. Key improvements were noted in students’ abilities to analyze, evaluate, and draw conclusions when social media was integrated into learning with teacher support. These findings suggest that purposeful and guided use of social media can significantly enhance critical thinking in slow learner students. The study highlights the importance of adaptive instructional design and teacher facilitation in maximizing the educational benefits of digital platforms. To foster inclusive and effective learning, educators should incorporate teacher-mediated social media strategies tailored to the needs of slow learners, particularly in civic education contexts.]]>
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